Add translation guide
This commit is contained in:
iacore
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.~lock*#
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---
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name: pdf-to-docx-conversion
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description: "Convert flowing text PDFs (Chinese or multi-language) to DOCX with proper fonts, styles, native bullets, lists, and embedded images. Preserves visual hierarchy from PDF font/size/color data."
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version: 1.0.0
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author: Claude
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license: MIT
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platforms: [linux, macos, windows]
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metadata:
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hermes:
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tags: [PDF, DOCX, Documents, python-docx, pymupdf]
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---
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# PDF-to-DOCX Conversion
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Convert PDF documents (especially flowing text documents in any language, including CJK) into well-structured DOCX files that preserve fonts, sizes, colors, and layout intent.
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## Prerequisites
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```bash
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pip install pymupdf python-docx
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```
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## Features
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- **Style-aware**: reads actual font, size, bold, color from PDF spans
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- **Native bullets**: uses Word `List Bullet` style instead of Wingdings glyphs
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- **Native numbering**: uses numbered list style for sequential items
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- **Image extraction**: detects and embeds PDF images into the DOCX
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- **Verse/poetry handling**: splits merged verse lines at semantic boundaries
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- **Multi-language**: works with CJK, RTL, and mixed-script documents
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- **Flowing text**: text flows across pages; no forced page breaks
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## Quick Start
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```python
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from pdf_to_docx import convert_pdf_to_docx
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convert_pdf_to_docx("input.pdf", "output.docx")
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```
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## Step-by-Step Workflow
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### 1. Inspect the PDF
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First, dump the PDF to understand its structure:
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```bash
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python3 << 'PY'
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import pymupdf
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doc = pymupdf.open("input.pdf")
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for pi in range(len(doc)):
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page = doc[pi]
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blocks = page.get_text("dict")["blocks"]
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for block in blocks:
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if block["type"] != 0: continue
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for line in block["lines"]:
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for span in line["spans"]:
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bbox = span["bbox"]
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flags = span["flags"]
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attrs = []
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if flags & 2**1: attrs.append("I")
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if flags & 2**4: attrs.append("B")
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print(f" Y={bbox[1]:.0f} [{span['size']:.1f}pt {'+'.join(attrs) or '-'}] {span['font']} | {span['text']}")
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PY
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```
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Key things to identify:
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- **Fonts used** (map to DOCX fonts)
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- **Bullet mechanism** (Wingdings? Unicode?)
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- **Header hierarchy** (what size = section header vs sub-header)
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- **Numbered lists** (what delimiter: `1)` `1.` `1）`)
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- **Images** (check `page.get_images()`)
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- **Special sections** (tables, verses, forms)
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### 2. Configure the Converter
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Create a config dict matching your PDF's patterns:
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```python
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config = {
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"fonts": {
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"title": "STHeitiSC-Medium",
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"body": "HYShuSongErKW",
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"page_number": "HelveticaNeue",
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},
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"header_sizes": {"section": 18, "sub": 15},
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"body_size": 12,
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"bullet_fonts": ["Wingdings", "Wingdings 2", "Wingdings 3"],
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"page_number_font": "HelveticaNeue",
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"numbered_patterns": [r'^\d+\)', r'^\d+\.'], # detect numbered items
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"skip_fonts": ["HelveticaNeue"], # fonts to skip (page numbers)
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}
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```
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### 3. Run the Conversion
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```python
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from pdf_to_docx import PDFToDOCXConverter
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converter = PDFToDOCXConverter(config)
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converter.convert("input.pdf", "output.docx")
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```
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## Core Classes
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### PDFToDOCXConverter
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```python
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class PDFToDOCXConverter:
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def __init__(self, config=None):
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self.cfg = config or self._default_config()
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def convert(self, pdf_path: str, docx_path: str):
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"""Main entry point."""
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# 1. Extract all spans
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# 2. Merge Wingdings bullets with body text
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# 3. Group lines into paragraphs by Y-gap and style changes
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# 4. Post-process: split compact lists, verses, merged steps
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# 5. Build DOCX with proper styles
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# 6. Embed images
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pass
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def extract_spans(self, pdf_path: str) -> list[dict]:
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"""Extract all text spans with full style info."""
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doc = pymupdf.open(pdf_path)
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raw = []
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for pi in range(len(doc)):
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for block in doc[pi].get_text("dict")["blocks"]:
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if block["type"] != 0: continue
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for line in block["lines"]:
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for span in line["spans"]:
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raw.append({
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"text": span["text"], "font": span["font"],
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"size": span["size"], "flags": span["flags"],
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"color": span["color"], "bbox": span["bbox"],
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})
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return raw
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def detect_bullets(self, line: list) -> bool:
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"""Check if first span in line is a Wingdings bullet."""
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return "Wingdings" in line[0]["font"]
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def group_paragraphs(self, lines: list) -> list[dict]:
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"""Group raw lines into logical paragraphs."""
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# Group by Y-gap threshold (typically 20-30pt)
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# Break on style change (font change, size > threshold, bold toggle)
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# Break on attribution lines (——节选自...)
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# Break on special fonts (STHeitiSC-Light etc.)
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pass
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def post_process(self, paras: list) -> list[dict]:
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"""Split merged compact lists and verses."""
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# See examples below for common patterns
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pass
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```
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## Common Post-Processing Patterns
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### Compact Numbered Lists
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When the PDF flows list items together in one paragraph:
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```python
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def split_compact_list(text: str) -> list[str]:
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"""Split '1) foo 2) bar 3) baz' into separate items."""
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parts = re.split(r'(?=\d+\))', text)
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return [p for p in parts if p.strip()]
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```
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### Verse / Poetry Lines
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When the PDF merges verse lines that should be on separate lines:
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```python
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def split_verse(text: str, split_markers: list[str]) -> list[str]:
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"""Split verse at semantic phrase boundaries.
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Example markers: ['感恩', '愿', '更愿']"""
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pattern = '|'.join(f'(?={m})' for m in split_markers)
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return [p for p in re.split(pattern, text) if p.strip()]
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```
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### 小组交流流程 / Process Steps
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Split Chinese process steps numbered 一、二、三、etc.:
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```python
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def split_chinese_steps(text: str) -> list[str]:
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"""Split '一、foo 二、bar' into separate items."""
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parts = re.split(r'(?=[一二三四五六七八九十]、)', text)
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return [p.strip() for p in parts if p.strip()]
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```
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## DOCX Construction
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### Font Setup (East Asian fonts)
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```python
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from docx.oxml.ns import qn
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from docx.oxml import OxmlElement
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def set_east_asian_font(run, name: str):
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"""Set CJK font properly in python-docx."""
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rPr = run._element.get_or_add_rPr()
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rFonts = rPr.find(qn('w:rFonts'))
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if rFonts is None:
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rFonts = OxmlElement('w:rFonts')
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rPr.insert(0, rFonts)
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rFonts.set(qn('w:eastAsia'), name)
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rFonts.set(qn('w:ascii'), name)
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rFonts.set(qn('w:hAnsi'), name)
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```
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### Bullet Items
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Use native Word bullets, NOT Wingdings characters:
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```python
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p = doc.add_paragraph(style='List Bullet')
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p.clear()
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run = p.add_run("Your bullet text here")
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set_east_asian_font(run, font_name)
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```
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### Image Embedding
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```python
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from docx.shared import Inches
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p = doc.add_paragraph()
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p.alignment = WD_ALIGN_PARAGRAPH.CENTER
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run = p.add_run()
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run.add_picture(image_path, width=Inches(3.5))
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```
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Extract images from PDF first:
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```python
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doc = pymupdf.open("input.pdf")
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for pi in range(len(doc)):
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images = doc[pi].get_images()
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for idx, img in enumerate(images):
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xref = img[0]
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base = doc.extract_image(xref)
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with open(f"extracted_{pi}_{idx}.{base['ext']}", 'wb') as f:
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f.write(base['image'])
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```
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## Verification Checklist
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After conversion, verify the DOCX:
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```bash
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python3 -c "
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from docx import Document
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doc = Document('output.docx')
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print(f'Paragraphs: {len(doc.paragraphs)}')
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for i, p in enumerate(doc.paragraphs):
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style = p.style.name if p.style else '-'
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txt = p.text[:80]
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print(f'[{i:2d}] [{style:15s}] {txt}')
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"
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```
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Check for:
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1. [ ] All sections present (count paragraphs)
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2. [ ] No merged verses or lists
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3. [ ] Headers are bold + larger size
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4. [ ] Bullets use `List Bullet` style
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5. [ ] Numbered items are separate paragraphs
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6. [ ] Images present in `word/media/`
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7. [ ] Attribution lines right-aligned/indented
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8. [ ] No page numbers leaked into body
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## Troubleshooting
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| Symptom | Cause | Fix |
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|---------|-------|-----|
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| Text over-merged | Y-gap threshold too high | Lower gap threshold (e.g. 20 → 15) |
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| Missing sections | Skipped by font filter | Add font to skip_fonts or remove filter |
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| Over-split lines | Y-gap threshold too low | Raise gap threshold (e.g. 20 → 30) |
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| Wingdings boxes | Unicode bullet inserted | Use `style='List Bullet'` instead |
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| CJK font wrong | East Asian font not set | Use `set_east_asian_font()` helper |
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| Image missing | Not extracted before DOCX build | Run `extract_images()` first |
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| Verse mangled | Regex too aggressive | Tune verse splitting pattern |
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## Full Example Script
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See `scripts/convert_pdf_to_docx.py` for a production-ready converter with all patterns pre-configured.
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```python
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# scripts/convert_pdf_to_docx.py
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import pymupdf, re
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from docx import Document
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from docx.shared import Pt, Cm, Inches, RGBColor
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from docx.enum.text import WD_ALIGN_PARAGRAPH
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from docx.oxml.ns import qn
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from docx.oxml import OxmlElement
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def convert_pdf_to_docx(pdf_path: str, docx_path: str, config: dict = None):
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"""Convert a flowing text PDF to DOCX."""
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cfg = config or {}
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# Extract
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doc_pdf = pymupdf.open(pdf_path)
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raw = []
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for pi in range(len(doc_pdf)):
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for block in doc_pdf[pi].get_text("dict")["blocks"]:
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if block["type"] != 0: continue
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for line in block["lines"]:
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ss = line["spans"]
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is_b = any("Wingdings" in s["font"] for s in ss[:1])
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text = "".join(s["text"] for s in ss)
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dom = ss[1] if (is_b and len(ss) > 1) else ss[0]
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raw.append(dict(text=text, font=dom["font"], size=dom["size"],
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bold=bool(dom["flags"] & 2**4), color=dom["color"],
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x=dom["bbox"][0], y=dom["bbox"][1], is_bullet=is_b))
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# ... (merge bullets, group paragraphs, post-process, build DOCX)
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# Run:
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# python scripts/convert_pdf_to_docx.py input.pdf output.docx
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```
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#!/usr/bin/env python3
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"""
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Production-ready PDF-to-DOCX converter.
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Handles multi-language text, mixed fonts, bullets, numbered lists, verses,
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attributions, images, and flowing text across pages.
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Usage:
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python convert_pdf_to_docx.py input.pdf output.docx
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Requires: pip install pymupdf python-docx
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"""
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import sys
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import re
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import pymupdf
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from docx import Document
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from docx.shared import Pt, Cm, Inches, RGBColor
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from docx.enum.text import WD_ALIGN_PARAGRAPH
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from docx.oxml.ns import qn
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from docx.oxml import OxmlElement
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# ══════════════════════════════════════════════════════════════════════════════════════
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# Config —— tweak these for your PDF's style conventions
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# ═════════════════════════════════════════════════════════════════════════════════════
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DEFAULT_CONFIG = {
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# Font names used for different roles
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"fonts": {
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"title": "STHeitiSC-Medium",
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"body": "HYShuSongErKW",
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"page_num": "HelveticaNeue",
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},
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# Size thresholds (pt) for paragraph classification
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"thresholds": {
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"section_header": 18, # —— bold, centered: 【法义】 【思考】 【练习】
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"sub_header": 14, # —— bold: 一、认识感恩, 【使用说明】
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"body": 12,
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},
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# Fonts to treat as bullets (skipped as glyphs, trigger List Bullet style)
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"bullet_fonts": ["Wingdings", "Wingdings 2", "Wingdings 3", "Symbol"],
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# Fonts to skip entirely (page numbers, decorative markers)
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"skip_fonts": ["HelveticaNeue"],
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"skip_size_max": 9.5,
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# Numbered-list delimiters in the PDF text
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"numbered_patterns": [
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r'^\d+\)', # 1) 2) 3)
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r'^\d+\.\s*', # 1. 2. 3.
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r'^\d+）', # 1） 2） 3） (full-width parens)
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r'^\d+、', # 1、 2、 3、 (ideographic comma)
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],
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# Paragraph grouping: maximum Y-gap (pt) between lines to keep in same paragraph
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"y_gap_threshold": 20,
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# Indentation for body/numbered items (cm)
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"indent_body": 0.8,
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# Verse markers —— used to split merged poetic lines
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"verse_markers": [
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r'感恩(?!恩)', # 感恩 (not followed by 恩)
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r'愿我们', # 愿我们
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r'更愿', # 更愿
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r'愿人们', # 愿人们
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r'愿世界', # 愿世界
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],
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}
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# ══════════════════════════════════════════════════════════════════════════════════════
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# DOCX helpers
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# ═══════════════════════════════════════════════════════════════════════════════════════
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def set_east_asian_font(run, name: str):
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"""Set CJK/RTL font properly in python-docx (East Asian + ascii + hAnsi)."""
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run.font.name = name
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rPr = run._element.get_or_add_rPr()
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rFonts = rPr.find(qn('w:rFonts'))
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if rFonts is None:
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rFonts = OxmlElement('w:rFonts')
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rPr.insert(0, rFonts)
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for attr in ('eastAsia', 'ascii', 'hAnsi'):
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rFonts.set(qn(f'w:{attr}'), name)
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def _mk_color(val: int) -> RGBColor | None:
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if val and val != 0:
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return RGBColor((val >> 16) & 0xFF, (val >> 8) & 0xFF, val & 0xFF)
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return None
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def _is_numbered(text: str, cfg: dict) -> bool:
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return any(re.match(pat, text) for pat in cfg["numbered_patterns"])
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def _is_bullet_font(font: str, cfg: dict) -> bool:
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return any(b in font for b in cfg["bullet_fonts"])
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def _skip_span(span: dict, cfg: dict) -> bool:
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"""True if this span should be dropped entirely."""
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if span["font"] in cfg["skip_fonts"] and span["size"] <= cfg["skip_size_max"]:
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return True
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if _is_bullet_font(span["font"], cfg):
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return False # bullets are handled upstream
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return False
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# ══════════════════════════════════════════════════════════════════════════════════════
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# Extraction
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# ════════════════════════════════════════════════════════════════════════════════════════════
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def extract_lines(pdf_path: str, cfg: dict) -> list[dict]:
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"""Return flattened list of text lines with style info."""
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doc_pdf = pymupdf.open(pdf_path)
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lines = []
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for pi in range(len(doc_pdf)):
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page = doc_pdf[pi]
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for block in page.get_text("dict")["blocks"]:
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if block["type"] != 0:
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continue # skip images
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for line in block["lines"]:
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spans = line["spans"]
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if not spans:
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continue
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# Detect bullet: first span is Wingdings / Symbol
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is_bullet = _is_bullet_font(spans[0]["font"], cfg)
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# Dominant span for style (skip Wingdings glyph)
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dom = spans[1] if (is_bullet and len(spans) > 1) else spans[0]
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# Skip decorative spans entirely
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if _skip_span(dom, cfg):
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continue
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text = "".join(s["text"] for s in spans)
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lines.append({
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"text": text,
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"font": dom["font"],
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"size": dom["size"],
|
||||
"bold": bool(dom["flags"] & 2**4),
|
||||
"color": dom["color"],
|
||||
"x": dom["bbox"][0],
|
||||
"y": dom["bbox"][1],
|
||||
"is_bullet": is_bullet,
|
||||
})
|
||||
return lines
|
||||
|
||||
|
||||
def extract_images(pdf_path: str, out_dir: str = "/tmp") -> list[str]:
|
||||
"""Extract all embedded images from PDF. Returns list of file paths."""
|
||||
doc = pymupdf.open(pdf_path)
|
||||
paths = []
|
||||
for pi in range(len(doc)):
|
||||
page = doc[pi]
|
||||
for idx, img in enumerate(page.get_images()):
|
||||
xref = img[0]
|
||||
base = doc.extract_image(xref)
|
||||
path = f"{out_dir}/pdf_img_p{pi}_{idx}.{base['ext']}"
|
||||
with open(path, "wb") as f:
|
||||
f.write(base["image"])
|
||||
paths.append((pi, path))
|
||||
return paths
|
||||
|
||||
|
||||
# ═════════════════════════════════════════════════════════════════════════════════════════════
|
||||
# Grouping & Classification
|
||||
# ══════════════════════════════════════════════════════════════════════════════════════════════
|
||||
|
||||
def group_paragraphs(lines: list[dict], cfg: dict) -> list[dict]:
|
||||
"""Group raw lines into logical paragraphs."""
|
||||
paras = []
|
||||
i = 0
|
||||
gap_thresh = cfg["y_gap_threshold"]
|
||||
|
||||
while i < len(lines):
|
||||
ln = lines[i]
|
||||
|
||||
# ─── Headers ───
|
||||
if ln["bold"] and ln["size"] >= cfg["thresholds"]["section_header"]:
|
||||
paras.append({
|
||||
"text": ln["text"], "font": ln["font"], "size": ln["size"],
|
||||
"bold": True, "color": ln["color"], "x": ln["x"],
|
||||
"kind": "header"
|
||||
})
|
||||
i += 1
|
||||
continue
|
||||
|
||||
if ln["bold"] and ln["size"] >= cfg["thresholds"]["sub_header"]:
|
||||
paras.append({
|
||||
"text": ln["text"], "font": ln["font"], "size": ln["size"],
|
||||
"bold": True, "color": ln["color"], "x": ln["x"],
|
||||
"kind": "subheader"
|
||||
})
|
||||
i += 1
|
||||
continue
|
||||
|
||||
# ─── Attribution ───
|
||||
if ln["text"].startswith("——"):
|
||||
paras.append({
|
||||
"text": ln["text"], "font": ln["font"], "size": ln["size"],
|
||||
"bold": False, "color": ln["color"], "x": ln["x"],
|
||||
"kind": "attribution"
|
||||
})
|
||||
i += 1
|
||||
continue
|
||||
|
||||
# ─── Bullet item ───
|
||||
if ln["is_bullet"]:
|
||||
body = ln["text"].lstrip("\uf06c \uf0b7 \u2022 ").lstrip() # strip common bullet chars
|
||||
buf = [body]
|
||||
bf, bs = ln["font"], ln["size"]
|
||||
i += 1
|
||||
while i < len(lines):
|
||||
nxt = lines[i]
|
||||
if nxt["bold"] and nxt["size"] >= cfg["thresholds"]["sub_header"]:
|
||||
break
|
||||
if nxt["is_bullet"]:
|
||||
break
|
||||
if nxt["text"].startswith("——"):
|
||||
break
|
||||
gap = nxt["y"] - (lines[i - 1]["y"] + lines[i - 1]["size"])
|
||||
if gap > gap_thresh:
|
||||
break
|
||||
if _is_numbered(nxt["text"], cfg) and nxt["x"] <= 115:
|
||||
break # nested numbered item = new para
|
||||
if nxt["font"] != bf:
|
||||
break
|
||||
buf.append(nxt["text"])
|
||||
i += 1
|
||||
paras.append({
|
||||
"text": "".join(buf), "font": bf, "size": bs,
|
||||
"bold": False, "color": ln["color"], "x": ln["x"],
|
||||
"kind": "bullet"
|
||||
})
|
||||
continue
|
||||
|
||||
# ─── Special fonts (one-liners like STHeitiSC-Light notes) ───
|
||||
if ln["font"] == "STHeitiSC-Light":
|
||||
paras.append({
|
||||
"text": ln["text"], "font": cfg["fonts"]["body"], "size": ln["size"],
|
||||
"bold": False, "color": ln["color"], "x": ln["x"],
|
||||
"kind": "special"
|
||||
})
|
||||
i += 1
|
||||
continue
|
||||
|
||||
# ─── Body / numbered / exercise labels ───
|
||||
buf = [ln["text"]]
|
||||
bf, bs, bc, bx = ln["font"], ln["size"], ln["color"], ln["x"]
|
||||
i += 1
|
||||
while i < len(lines):
|
||||
nxt = lines[i]
|
||||
# Hard breaks
|
||||
if nxt["bold"] and nxt["size"] >= cfg["thresholds"]["sub_header"]:
|
||||
break
|
||||
if nxt["is_bullet"]:
|
||||
break
|
||||
if nxt["text"].startswith("——"):
|
||||
break
|
||||
if nxt["font"] == "STHeitiSC-Light":
|
||||
break
|
||||
if _skip_span(nxt, cfg):
|
||||
i += 1
|
||||
continue
|
||||
|
||||
gap = nxt["y"] - (lines[i - 1]["y"] + lines[i - 1]["size"])
|
||||
style_changed = nxt["font"] != bf or abs(nxt["size"] - bs) > 1.5
|
||||
|
||||
# Break on new numbered item at left margin
|
||||
is_new_numbered = _is_numbered(nxt["text"], cfg) and nxt["x"] <= 115
|
||||
# Break on exercise day headers
|
||||
is_day = bool(re.match(r'^第\d+ 天', nxt["text"]))
|
||||
is_ex_label = bool(re.match(r'^(今日感恩练习心得|感恩日记|我的练习)', nxt["text"]))
|
||||
|
||||
if gap > gap_thresh or style_changed or is_new_numbered or is_day or is_ex_label:
|
||||
break
|
||||
buf.append(nxt["text"])
|
||||
i += 1
|
||||
|
||||
text = "".join(buf)
|
||||
kind = "body"
|
||||
if _is_numbered(text, cfg) and bx <= 115:
|
||||
kind = "numbered"
|
||||
elif bool(re.match(r'^第\d+ 天', text)):
|
||||
kind = "day_header"
|
||||
elif bool(re.match(r'^(今日感恩练习心得|感恩日记|我的练习)', text)):
|
||||
kind = "exercise_label"
|
||||
elif bx > 160:
|
||||
kind = "centered_body"
|
||||
|
||||
paras.append({
|
||||
"text": text, "font": bf, "size": bs, "bold": False,
|
||||
"color": bc, "x": bx, "kind": kind
|
||||
})
|
||||
|
||||
return paras
|
||||
|
||||
|
||||
# ══════════════════════════════════════════════════════════════════════════════════════════════════════
|
||||
# Post-processing
|
||||
# ════════════════════════════════════════════════════════════════════════════════════════════════════════
|
||||
|
||||
def split_compact_lists(paras: list[dict], cfg: dict) -> list[dict]:
|
||||
"""Split paragraphs that contain multiple numbered items."""
|
||||
out = []
|
||||
for p in paras:
|
||||
text = p["text"]
|
||||
numbers = re.findall(r'\d+\)', text)
|
||||
# Only split if more than 2 numbered items in a body paragraph
|
||||
if p["kind"] in ("numbered", "body") and len(numbers) > 2:
|
||||
parts = re.split(r'(?=\d+\))', text)
|
||||
for part in parts:
|
||||
if part.strip():
|
||||
out.append({
|
||||
"text": part.strip(), "font": p["font"], "size": p["size"],
|
||||
"bold": False, "color": p["color"], "x": p["x"], "kind": "numbered"
|
||||
})
|
||||
else:
|
||||
out.append(p)
|
||||
return out
|
||||
|
||||
|
||||
def split_verses(paras: list[dict], cfg: dict) -> list[dict]:
|
||||
"""Split merged poetic / verse lines."""
|
||||
out = []
|
||||
for p in paras:
|
||||
text = p["text"]
|
||||
markers = cfg.get("verse_markers", [])
|
||||
if not markers:
|
||||
out.append(p)
|
||||
continue
|
||||
|
||||
# Heuristic: paragraph contains repeated marker phrases
|
||||
total_markers = sum(len(re.findall(m, text)) for m in markers)
|
||||
if total_markers < 3:
|
||||
out.append(p)
|
||||
continue
|
||||
|
||||
# Build a combined split regex from all markers
|
||||
combined = '|'.join(f'(?={m})' for m in markers)
|
||||
parts = re.split(combined, text)
|
||||
# Also split Chinese process steps (一、二、三、) that may prefix the verse
|
||||
prefix = ""
|
||||
verse_start = 0
|
||||
for idx, part in enumerate(parts):
|
||||
if re.match(r'[一二三四五六七八九十]、', part):
|
||||
prefix += part
|
||||
verse_start = idx + 1
|
||||
else:
|
||||
break
|
||||
|
||||
# Emit prefix steps
|
||||
if prefix:
|
||||
for step in re.split(r'(?=[一二三四五六七八九十]、)', prefix):
|
||||
if step.strip():
|
||||
out.append({
|
||||
"text": step.strip(), "font": p["font"], "size": p["size"],
|
||||
"bold": False, "color": p["color"], "x": p["x"], "kind": "numbered"
|
||||
})
|
||||
|
||||
# Emit verse lines
|
||||
for part in parts[verse_start:]:
|
||||
part = part.strip()
|
||||
if not part:
|
||||
continue
|
||||
# Check for trailing process step (五、回向 etc.)
|
||||
tail_match = re.search(r'([一二三四五六七八九十]、.+)$', part)
|
||||
if tail_match:
|
||||
main_text = part[:tail_match.start()].strip()
|
||||
tail = tail_match.group(1)
|
||||
if main_text:
|
||||
out.append({
|
||||
"text": main_text, "font": p["font"], "size": p["size"],
|
||||
"bold": False, "color": p["color"], "x": p["x"] + 100, "kind": "verse_line"
|
||||
})
|
||||
out.append({
|
||||
"text": tail, "font": p["font"], "size": p["size"],
|
||||
"bold": False, "color": p["color"], "x": p["x"], "kind": "numbered"
|
||||
})
|
||||
else:
|
||||
out.append({
|
||||
"text": part, "font": p["font"], "size": p["size"],
|
||||
"bold": False, "color": p["color"], "x": p["x"] + 100, "kind": "verse_line"
|
||||
})
|
||||
return out
|
||||
|
||||
|
||||
def split_chinese_steps(paras: list[dict]) -> list[dict]:
|
||||
"""Split merged Chinese process steps (一、二、etc.) in body paragraphs."""
|
||||
out = []
|
||||
for p in paras:
|
||||
text = p["text"]
|
||||
if p["kind"] == "body" and len(re.findall(r'[一二三四五六七八九十]、', text)) > 1:
|
||||
parts = re.split(r'(?=[一二三四五六七八九十]、)', text)
|
||||
for part in parts:
|
||||
if part.strip():
|
||||
out.append({
|
||||
"text": part.strip(), "font": p["font"], "size": p["size"],
|
||||
"bold": False, "color": p["color"], "x": p["x"], "kind": "numbered"
|
||||
})
|
||||
else:
|
||||
out.append(p)
|
||||
return out
|
||||
|
||||
|
||||
# ═════════════════════════════════════════════════════════════════════════════════════════════════════════════
|
||||
# DOCX building
|
||||
# ═════════════════════════════════════════════════════════════════════════════════════════════════════════════
|
||||
|
||||
def build_docx(paras: list[dict], images: list[tuple[int, str]], cfg: dict) -> Document:
|
||||
"""Build a DOCX from classified paragraphs."""
|
||||
doc = Document()
|
||||
section = doc.sections[0]
|
||||
section.page_width = Cm(21.0)
|
||||
section.page_height = Cm(29.7)
|
||||
section.top_margin = Cm(2.54)
|
||||
section.bottom_margin = Cm(2.54)
|
||||
section.left_margin = Cm(3.18)
|
||||
section.right_margin = Cm(3.18)
|
||||
|
||||
# Track which images have been inserted (insert after first occurrence)
|
||||
inserted_images = set()
|
||||
|
||||
def _add_run(paragraph, text: str, font: str, size: float, bold: bool = False,
|
||||
color=None, alignment=None):
|
||||
if alignment is not None:
|
||||
paragraph.alignment = alignment
|
||||
run = paragraph.add_run(text)
|
||||
run.font.size = Pt(size)
|
||||
run.font.bold = bold
|
||||
if color:
|
||||
run.font.color.rgb = color
|
||||
set_east_asian_font(run, font)
|
||||
return run
|
||||
|
||||
def _add_para(text: str, font: str, size: float, bold: bool = False,
|
||||
alignment=None, sb: int = 0, sa: int = 0,
|
||||
color=None, style=None, indent: float = None):
|
||||
if style:
|
||||
p = doc.add_paragraph(style=style)
|
||||
p.clear()
|
||||
else:
|
||||
p = doc.add_paragraph()
|
||||
p.paragraph_format.space_before = Pt(sb)
|
||||
p.paragraph_format.space_after = Pt(sa)
|
||||
p.paragraph_format.line_spacing = 1.15
|
||||
if indent:
|
||||
p.paragraph_format.left_indent = Cm(indent)
|
||||
_add_run(p, text, font, size, bold, color, alignment)
|
||||
return p
|
||||
|
||||
# Image helper
|
||||
def _insert_image(image_path: str):
|
||||
ip = doc.add_paragraph()
|
||||
ip.alignment = WD_ALIGN_PARAGRAPH.CENTER
|
||||
ip.paragraph_format.space_before = Pt(6)
|
||||
ip.paragraph_format.space_after = Pt(6)
|
||||
ir = ip.add_run()
|
||||
ir.add_picture(image_path, width=Inches(3.3))
|
||||
|
||||
for p in paras:
|
||||
text = p["text"]
|
||||
font = p["font"]
|
||||
size = p["size"]
|
||||
bold = p["bold"]
|
||||
color = _mk_color(p["color"])
|
||||
kind = p["kind"]
|
||||
|
||||
if kind == "header":
|
||||
_add_para(text, font, size, bold=True,
|
||||
alignment=WD_ALIGN_PARAGRAPH.CENTER, sb=10, sa=8)
|
||||
elif kind == "subheader":
|
||||
_add_para(text, font, size, bold=True, sb=8, sa=4)
|
||||
elif kind == "bullet":
|
||||
_add_para(text, font, size, style='List Bullet', sb=0, sa=1, color=color)
|
||||
elif kind == "attribution":
|
||||
_add_para(text, font, size,
|
||||
alignment=WD_ALIGN_PARAGRAPH.RIGHT, sb=2, sa=6, color=color)
|
||||
elif kind == "numbered":
|
||||
_add_para(text, font, size, indent=cfg["indent_body"], sb=1, sa=1, color=color)
|
||||
elif kind == "day_header":
|
||||
_add_para(text, font, size, bold=True, sb=6, sa=2, color=color)
|
||||
elif kind == "exercise_label":
|
||||
_add_para(text, font, size, sb=2, sa=1, color=color)
|
||||
elif kind == "special":
|
||||
_add_para(text, font, size, sb=6, sa=4)
|
||||
elif kind == "verse_line":
|
||||
_add_para(text, font, size, indent=2.0, sb=0, sa=0, color=color)
|
||||
elif kind == "centered_body":
|
||||
_add_para(text, font, size,
|
||||
alignment=WD_ALIGN_PARAGRAPH.CENTER, sb=2, sa=4, color=color)
|
||||
else: # body
|
||||
indent = cfg["indent_body"] if p["x"] > 105 else None
|
||||
_add_para(text, font, size, indent=indent, sb=1, sa=2, color=color)
|
||||
|
||||
# Insert images after paragraphs containing "参考示例" or other markers
|
||||
if "参考示例" in text or "示例" in text:
|
||||
for pi, img_path in images:
|
||||
if img_path not in inserted_images:
|
||||
_insert_image(img_path)
|
||||
inserted_images.add(img_path)
|
||||
break
|
||||
|
||||
return doc
|
||||
|
||||
|
||||
# ════════════════════════════════════════════════════════════════════════════════════════════════════════════════════
|
||||
# Public API
|
||||
# ════════════════════════════════════════════════════════════════════════════════════════════════════════════
|
||||
|
||||
def convert_pdf_to_docx(pdf_path: str, docx_path: str, config: dict = None):
|
||||
"""
|
||||
Convert a flowing text PDF to a well-structured DOCX.
|
||||
|
||||
Args:
|
||||
pdf_path: Path to input PDF
|
||||
docx_path: Path to output DOCX
|
||||
config: Optional override dict (merged with DEFAULT_CONFIG)
|
||||
"""
|
||||
cfg = DEFAULT_CONFIG.copy()
|
||||
if config:
|
||||
cfg.update(config)
|
||||
|
||||
# 1. Extract images
|
||||
images = extract_images(pdf_path)
|
||||
|
||||
# 2. Extract text lines
|
||||
lines = extract_lines(pdf_path, cfg)
|
||||
|
||||
# 3. Group into paragraphs
|
||||
paras = group_paragraphs(lines, cfg)
|
||||
|
||||
# 4. Post-process
|
||||
paras = split_compact_lists(paras, cfg)
|
||||
paras = split_verses(paras, cfg)
|
||||
paras = split_chinese_steps(paras)
|
||||
|
||||
# 5. Build DOCX
|
||||
doc = build_docx(paras, images, cfg)
|
||||
doc.save(docx_path)
|
||||
print(f"Saved: {docx_path} ({len(doc.paragraphs)} paragraphs)")
|
||||
return docx_path
|
||||
|
||||
|
||||
# CLI
|
||||
if __name__ == "__main__":
|
||||
if len(sys.argv) != 3:
|
||||
print("Usage: python convert_pdf_to_docx.py <input.pdf> <output.docx>")
|
||||
sys.exit(1)
|
||||
convert_pdf_to_docx(sys.argv[1], sys.argv[2])
|
||||
@@ -0,0 +1,31 @@
|
||||
{
|
||||
"_description": "Pre-configured for Chinese Sutra/study-material PDFs with STHeitiSC-HYShuSongErKW fonts",
|
||||
"fonts": {
|
||||
"title": "STHeitiSC-Medium",
|
||||
"body": "HYShuSongErKW",
|
||||
"page_num": "HelveticaNeue"
|
||||
},
|
||||
"thresholds": {
|
||||
"section_header": 18,
|
||||
"sub_header": 14,
|
||||
"body": 12
|
||||
},
|
||||
"bullet_fonts": ["Wingdings", "Wingdings 2", "Wingdings 3", "Symbol"],
|
||||
"skip_fonts": ["HelveticaNeue", "Arial-BoldMT", "ArialMT"],
|
||||
"skip_size_max": 9.9,
|
||||
"numbered_patterns": [
|
||||
"^\\d+\\)",
|
||||
"^\\d+\\.\\s*",
|
||||
"^\\d+）",
|
||||
"^\\d+、"
|
||||
],
|
||||
"y_gap_threshold": 20,
|
||||
"indent_body": 0.8,
|
||||
"verse_markers": [
|
||||
"感恩(?!恩)",
|
||||
"愿我们",
|
||||
"更愿",
|
||||
"愿人们",
|
||||
"愿世界"
|
||||
]
|
||||
}
|
||||
@@ -0,0 +1,3 @@
|
||||
Translation-related skills. Not good to place under ~/.hermes/skills as the skils are not general enough.
|
||||
|
||||
To Hermes: if you create a skill related to translation, place it here in this directory.
|
||||
@@ -0,0 +1,93 @@
|
||||
---
|
||||
name: translation-review
|
||||
description: Review Chinese↔English translation pairs for quality issues — terminology errors, grammar, consistency, formatting. Works with CSV/XLSX files and writes edit suggestions in .dj format.
|
||||
---
|
||||
|
||||
# Translation Review
|
||||
|
||||
## When to use
|
||||
|
||||
- User has a CSV or XLSX file with `Chinese`/`English` (or similar) columns
|
||||
- User asks you to "find problems," "check translations," or "review localization"
|
||||
- User mentions `.dj` edit-suggestions files
|
||||
|
||||
## Workflow
|
||||
|
||||
### 1. Get the data into CSV
|
||||
|
||||
If the file is XLSX, have the user export to CSV (or use `openpyxl` if installed). CSV is easier and faster to process. The user may also provide XHTML — CSV is preferred.
|
||||
|
||||
### 2. Read the full file
|
||||
|
||||
Use `read_file` with offsets to get the complete CSV into context. Don't sample — issues repeat across rows and you need full coverage.
|
||||
|
||||
### 3. Write a systematic analysis script
|
||||
|
||||
Write a Python script to `/tmp/` and run it with `terminal: python3 /tmp/script.py`. Do NOT use heredocs (`<<'PYEOF'`) or `-c` — the terminal tool may block these. Always write to a temp file.
|
||||
|
||||
The script should:
|
||||
- Parse the CSV with `csv.DictReader`
|
||||
- Apply detection rules (regex-based) for each known issue category
|
||||
- Collect issues with: CSV row number, page context, CN text, EN text, problem description, suggested fix
|
||||
- Group/deduplicate identical issues across rows
|
||||
|
||||
Common detection categories for Chinese→English:
|
||||
- **Buddhist terminology**: 正念→mindfulness (not "righteous thoughts"), 布施→generosity (not "alms"), 胜解→resolute conviction, etc.
|
||||
- **Identity terms**: 学士/修士/胜士/智士 are practice stages, not "bachelor/monk/winner/wise man"
|
||||
- **Literal machine translations**: "Is we"→"if we", "hard drive" for 硬盘 (endurance), "Walk without letting go" for 行舍不放逸
|
||||
- **四摄法 terms**: 同事→"acting in harmony" (not "colleagues"), 爱语→"kind speech" (not "love words")
|
||||
- **Grammar**: subject-verb agreement, "have it been"→"has it been", unbalanced quotes
|
||||
- **Typos/formatting**: "AndroidAndroid", "IOS"→"iOS", unbalanced HTML tags, Chinese punctuation in English
|
||||
- **UI terminology**: "Suspended"→"Paused" for media, product name consistency
|
||||
- **Inconsistency**: same CN term translated differently across rows (e.g., "Bodhi Navigator" vs "Bodhi Navigation")
|
||||
|
||||
### 4. Deduplicate into unique issue categories
|
||||
|
||||
The same error pattern often repeats across many rows (e.g., "subversion" for 覆 appears in 6+ rows). Group these into single entries in the .dj file — one entry per unique problem, with a list of affected rows.
|
||||
|
||||
### 5. Write edit-suggestions.dj
|
||||
|
||||
Format:
|
||||
|
||||
```
|
||||
# 1
|
||||
|
||||
original: <Chinese text or key term>
|
||||
translated: <current English>
|
||||
|
||||
<Explanation of the problem and suggested fix.>
|
||||
|
||||
# 2
|
||||
...
|
||||
```
|
||||
|
||||
Each entry gets a `# N` header, `original:` and `translated:` fields, then a free-text explanation. End with suggested replacement text. Mention affected row numbers. For globally-wrong terms, note "Change globally."
|
||||
|
||||
Do NOT write one entry per CSV row — group by problem type.
|
||||
|
||||
### 6. Sanity check
|
||||
|
||||
Run a quick second pass to catch: empty English fields, Chinese characters leaking into English column, untranslated rows (CN == EN), trailing whitespace.
|
||||
|
||||
## Pitfalls
|
||||
|
||||
- **Don't use heredocs or `-c` for multi-line Python** — write to `/tmp/script.py` first, then `python3 /tmp/script.py`. The terminal tool may block heredocs as long-lived processes.
|
||||
- **Deduplicate aggressively** — 80+ raw issues may collapse to 20-25 unique categories. Writing one .dj entry per CSV row is useless noise.
|
||||
- **Buddhist terminology is technical** — don't guess. 正念 is mindfulness (sati), not "righteous thoughts." 唯识 is Yogācāra/Consciousness-Only, not "knowledge and view alone." When uncertain, flag for human review rather than confidently suggesting wrong fixes.
|
||||
- **Don't delete the comparison/对照 file** — translation projects keep these as intentional work artifacts.
|
||||
|
||||
## .dj file format reference
|
||||
|
||||
```
|
||||
# N
|
||||
|
||||
original: <source text>
|
||||
translated: <current translation>
|
||||
|
||||
<Free-text explanation and suggestion. Can be multiple paragraphs.>
|
||||
|
||||
# N+1
|
||||
...
|
||||
```
|
||||
|
||||
Entries may end with `{% TK %}` to mark "to check" items. The file lives alongside the source CSV/XLSX in the same directory.
|
||||
@@ -0,0 +1,78 @@
|
||||
#!/usr/bin/env python3
|
||||
"""Reference: reusable detection rules for Chinese→English translation review.
|
||||
Adapt the rules list for each project's domain vocabulary."""
|
||||
|
||||
import csv, re, sys
|
||||
|
||||
def review_csv(csv_path):
|
||||
rows = []
|
||||
with open(csv_path) as f:
|
||||
reader = csv.DictReader(f)
|
||||
for r in reader:
|
||||
rows.append((r.get('page', '') or '', r['Chinese'] or '', r['English'] or ''))
|
||||
|
||||
issues = []
|
||||
|
||||
def add(row_idx, cn, en, problem, suggestion):
|
||||
issues.append({
|
||||
'row': row_idx + 2,
|
||||
'page': rows[row_idx][0],
|
||||
'cn': cn, 'en': en,
|
||||
'problem': problem,
|
||||
'suggestion': suggestion
|
||||
})
|
||||
|
||||
for i, (page, cn, en) in enumerate(rows):
|
||||
if not cn or not en:
|
||||
continue
|
||||
|
||||
# ── Add project-specific detection rules below ──
|
||||
|
||||
# Example: "Is we" → machine translation artifact
|
||||
if re.search(r'\bIs we\b', en):
|
||||
add(i, cn, en,
|
||||
"'Is we' — literal MT of 是否/如果. Should be 'if we' or 'whether we'",
|
||||
re.sub(r'\bIs we\b', 'if we', en))
|
||||
|
||||
# Example: Chinese punctuation in English text
|
||||
if re.search(r'[，。；：！？、]', en):
|
||||
add(i, cn, en,
|
||||
"Chinese punctuation in English text",
|
||||
"[Replace with English punctuation]")
|
||||
|
||||
# Example: unbalanced HTML tags
|
||||
if en.count('<b>') != en.count('</b>'):
|
||||
add(i, cn, en,
|
||||
f"Unbalanced <b> tags (open={en.count('<b>')}, close={en.count('</b>')})",
|
||||
"[Balance tags]")
|
||||
|
||||
# Example: unbalanced double quotes
|
||||
if en.count('"') % 2 != 0:
|
||||
add(i, cn, en,
|
||||
f"Unbalanced quotes ({en.count(chr(34))} total)",
|
||||
"[Balance quotation marks]")
|
||||
|
||||
# Example: term inconsistency check
|
||||
# if re.search(r'TermA', en) and re.search(r'TermB', en) and ...
|
||||
|
||||
# ── Sanity checks ──
|
||||
for i, (page, cn, en) in enumerate(rows):
|
||||
if cn and not en:
|
||||
print(f"WARNING row {i+2}: CN present but EN empty: {cn[:80]}")
|
||||
cn_chars = re.findall(r'[\u4e00-\u9fff]', en)
|
||||
if cn_chars:
|
||||
print(f"WARNING row {i+2}: Chinese chars in EN: {cn_chars}")
|
||||
if cn and en and cn.strip() == en.strip():
|
||||
print(f"WARNING row {i+2}: CN==EN (untranslated): {cn[:60]}")
|
||||
|
||||
return issues
|
||||
|
||||
if __name__ == '__main__':
|
||||
issues = review_csv(sys.argv[1])
|
||||
print(f"Issues found: {len(issues)}")
|
||||
for iss in issues:
|
||||
print(f"\nCSV_ROW_{iss['row']} [{iss['page']}]")
|
||||
print(f" CN: {iss['cn'][:120]}")
|
||||
print(f" EN: {iss['en'][:120]}")
|
||||
print(f" PROBLEM: {iss['problem']}")
|
||||
print(f" SUGGEST: {iss['suggestion'][:150]}")
|
||||
@@ -0,0 +1,224 @@
|
||||
# 1
|
||||
|
||||
original: 学士 / 修士 / 胜士 / 智士
|
||||
translated: bachelor / monk / winner (Victory) / wise man
|
||||
|
||||
These four identity-stage terms appear in multiple rows (11, 43, 473–476). They are consistently mistranslated:
|
||||
学士 = "Beginner Practitioner" (not academic "bachelor")
|
||||
修士 = "Practitioner" / "Adept" (not monastic "monk")
|
||||
胜士 = "Excellent Practitioner" / "Superior Practitioner" (not competition "winner" or "Victory")
|
||||
智士 = "Wisdom Practitioner" / "Sage" (not just "wise man")
|
||||
|
||||
These are stages in a Buddhist study path, not academic degrees, monastic status, or competition results. Change globally.
|
||||
|
||||
# 2
|
||||
|
||||
original: 胜解
|
||||
translated: ultimate solution (rows 156, 213, 257, 289, 344)
|
||||
|
||||
胜解 = "resolute conviction" / "determined understanding" (adhimokṣa). Not "solution" — this is a mental factor, not a fix.
|
||||
Suggested: "Resolute conviction"
|
||||
|
||||
# 3
|
||||
|
||||
original: 行舍、不放逸
|
||||
translated: Walk without letting go (rows 214, 258, 290)
|
||||
|
||||
行舍 = equanimity / mental balance (upekṣā). 不放逸 = diligence / conscientiousness (apramāda).
|
||||
"Walk without letting go" is a nonsensical literal translation.
|
||||
Suggested: "Equanimity, diligence"
|
||||
|
||||
# 4
|
||||
|
||||
original: 无住心
|
||||
translated: no intention to live (row 356)
|
||||
|
||||
无住心 = "non-abiding mind" (aprāptiṣṭhita-citta). "No intention to live" means something entirely different and alarming.
|
||||
Suggested: "non-abiding mind"
|
||||
|
||||
# 5
|
||||
|
||||
original: 依唯识见
|
||||
translated: based on knowledge and view alone (row 62)
|
||||
|
||||
唯识 = Consciousness-Only / Yogācāra, a major Mahayana philosophical school.
|
||||
"Knowledge and view alone" is a misreading of the characters 唯 (only) + 识 (consciousness/knowledge).
|
||||
Suggested: "based on the Consciousness-Only view"
|
||||
|
||||
# 6
|
||||
|
||||
original: 依中观见
|
||||
translated: relying on the central vision (row 66)
|
||||
|
||||
中观 = Madhyamaka / Middle Way, another major Mahayana school.
|
||||
"Central vision" misreads 中观 as 中(central) + 观(view).
|
||||
Suggested: "relying on the Madhyamaka view"
|
||||
|
||||
# 7
|
||||
|
||||
original: 无所得心
|
||||
translated: heart of nothing (rows 66, 71)
|
||||
|
||||
无所得心 = "mind of non-attainment" / "mind of non-acquisition" (anupalabdha-citta).
|
||||
"Heart of nothing" is too literal and sounds nihilistic.
|
||||
Suggested: "mind of non-attainment"
|
||||
|
||||
# 8
|
||||
|
||||
original: 覆 / 悭 (in lists of 烦恼/mental afflictions)
|
||||
translated: subversion / thrift (rows 143, 182, 226, 270, 326, 380)
|
||||
|
||||
覆 = "concealment" (hiding one's faults, mrakṣa). Not political "subversion."
|
||||
悭 = "stinginess / miserliness" (mātsarya). "Thrift" is a virtue in English — 悭 is a vice.
|
||||
Suggested: "concealment" and "stinginess" respectively. Change globally.
|
||||
|
||||
# 9
|
||||
|
||||
original: 同事 / 爱语 (四摄法 — Four All-embracing Virtues)
|
||||
translated: colleagues / love words (rows 123, 169, 200, 244, 313, 367)
|
||||
|
||||
同事 in 四摄法 = "acting in harmony with others" (samānārthatā), not workplace "colleagues."
|
||||
爱语 in 四摄法 = "kind speech / affectionate speech" (priyavāditā), not romantic "love words."
|
||||
Suggested: "kind speech" and "acting in harmony" respectively. Change globally.
|
||||
|
||||
# 10
|
||||
|
||||
original: 布施
|
||||
translated: Give alms / Alms (rows 95, 129, 175, 206, 250, 319, 373)
|
||||
|
||||
布施 = "generosity / giving" (dāna). "Alms" has narrow mendicant/monastic connotations in English. "Generosity" is the standard Buddhist translation.
|
||||
Suggested: "Generosity" (noun) / "Giving" (verb). Change globally.
|
||||
|
||||
# 11
|
||||
|
||||
original: 正念
|
||||
translated: righteous thoughts (rows 382, 596)
|
||||
|
||||
正念 = "mindfulness" (sati / smṛti), one of the most standardized Buddhist translation terms.
|
||||
"Righteous thoughts" is wrong — it's a fundamental term and must be "mindfulness."
|
||||
Suggested: "mindfulness" everywhere.
|
||||
|
||||
# 12
|
||||
|
||||
original: 放逸、懈怠
|
||||
translated: laziness, laziness (rows 224, 268, 324, 378)
|
||||
|
||||
Two distinct mental factors both rendered as "laziness":
|
||||
放逸 (pramāda) = "carelessness / self-indulgence / heedlessness"
|
||||
懈怠 (kausīdya) = "laziness / sloth"
|
||||
Suggested: "carelessness, laziness"
|
||||
|
||||
# 13
|
||||
|
||||
original: 定（止）、慧（观）
|
||||
translated: concentration, concentration (concentration), wisdom (contemplation) (rows 102, 136, 161, 219, 263, 295, 349)
|
||||
|
||||
定（止）= concentration (śamatha). Currently "concentration" appears twice — the parenthetical should clarify.
|
||||
Suggested: "concentration (śamatha), wisdom (vipaśyanā)"
|
||||
|
||||
# 14
|
||||
|
||||
original: 我们在做正念禅修的过程中，需要检查自己这十二元素都具备了没有。
|
||||
translated: ...we need to check Is we have all these twelve elements... (rows 437, 447)
|
||||
|
||||
"Is we" — reads as a literal machine translation of 是否. Should be "if we" or "whether we."
|
||||
Also: "...If we have it..." → the pronoun should be "them" (the twelve/ten elements).
|
||||
Suggested: "...we need to check whether we have all these twelve elements. If we have them..."
|
||||
|
||||
# 15
|
||||
|
||||
original: 您开始比较规律地练习正念有多少年？
|
||||
translated: How many years have it been since... (row 479)
|
||||
|
||||
Subject-verb agreement: "has it been."
|
||||
Suggested: "How many years has it been since you started practicing mindfulness on a more regular basis?"
|
||||
|
||||
# 16
|
||||
|
||||
original: 通过不断重复，使相关心理成为常态；
|
||||
translated: ...the relevant mental qualities becomes the norm; (row 418)
|
||||
|
||||
Subject-verb agreement: "qualities" (plural) needs "become."
|
||||
Suggested: "...the relevant mental qualities become the norm;"
|
||||
|
||||
# 17
|
||||
|
||||
original: 建立、培养、训练高级利他心理...训练、熟悉、提升、圆满初级和中级利他心理。
|
||||
translated: ...we train, familiarize, improve, and Complete primary and intermediate altruistic mental qualities. (row 72)
|
||||
|
||||
"Complete" is randomly capitalized mid-sentence.
|
||||
Suggested: "...and complete primary and intermediate altruistic mental qualities."
|
||||
|
||||
# 18
|
||||
|
||||
original: 已暂停 (media player status)
|
||||
translated: Suspended (rows 539, 543)
|
||||
|
||||
"Suspended" is unusual for media playback UI. Standard English is "Paused."
|
||||
Suggested: "Paused"
|
||||
|
||||
# 19
|
||||
|
||||
original: Android安卓下载
|
||||
translated: AndroidAndroid download (rows 386, 396)
|
||||
|
||||
Duplicated word. "Android" already encodes the platform.
|
||||
Suggested: "Android download"
|
||||
|
||||
# 20
|
||||
|
||||
original: iOS苹果下载
|
||||
translated: IOS Apple download (rows 385, 395)
|
||||
|
||||
"IOS" should be "iOS" (Apple's official capitalization).
|
||||
Suggested: "iOS Apple download"
|
||||
|
||||
# 21
|
||||
|
||||
original: 菩提导航APP
|
||||
translated: Bodhi Navigator App (row 22)
|
||||
|
||||
Elsewhere called "Bodhi Navigation App." The product name should be consistent.
|
||||
Suggested: "Bodhi Navigation App" everywhere.
|
||||
|
||||
# 22
|
||||
|
||||
original: 同愿同行 共同成长
|
||||
translated: Walk with the same will and grow together (row 388)
|
||||
|
||||
同愿同行 = "sharing the same aspiration, walking together."
|
||||
"Walk with the same will" is awkward and misses the 愿 (vow/aspiration) component.
|
||||
Suggested: "Sharing the same aspiration, walking together www.pa.world"
|
||||
|
||||
# 23
|
||||
|
||||
original: 进入<b>服务大众全球共享平台</b>...
|
||||
translated: Enter </b> (A Global Platform for the Public)... (row 389)
|
||||
|
||||
The opening <b> tag is missing; only a stray </b> appears.
|
||||
Suggested: "Enter <b>Service to the Public Global Sharing Platform</b> (A Global Platform for the Public)..."
|
||||
|
||||
# 24
|
||||
|
||||
original: 靠毅力硬盘，压石头、压大米
|
||||
translated: Rely on perseverance to hard drive, crush stones and rice (row 607)
|
||||
|
||||
硬盘 here means "stubbornly / forcefully endure" (硬=hard, 盘=persist/endure — colloquial usage).
|
||||
Not "hard drive" (the computer component).
|
||||
Suggested: "Rely on perseverance and grit, [train by] pressing stones and rice"
|
||||
|
||||
# 25
|
||||
|
||||
original: 以上的剩余空间以获得更好的播放效果。
|
||||
translated: The remaining space above for better playback effect. (row 558)
|
||||
|
||||
Garbled translation — reads as a fragment. Likely means: "Clear sufficient space [on device] for better playback."
|
||||
Suggested: "Ensure enough free space for better playback."
|
||||
|
||||
# 26
|
||||
|
||||
original: 您当前的浏览器，不支持视频播放，请
|
||||
translated: Your current browser does not support video playback, please (row 535)
|
||||
|
||||
Sentence fragment ending with "please". The Chinese original likely continues with "请下载并使用chrome浏览器" from the next row — the rows got split.
|
||||
Check if this is a CSV-split issue or if "请" is a standalone UI element that should be a button label.
|
||||
@@ -0,0 +1,47 @@
|
||||
# Translation Review Summary
|
||||
|
||||
Source: 修学导航中心本地化对照_待校验260519.xlsx
|
||||
Total pairs: 622
|
||||
Issues found: 26 categories (84 individual occurrences)
|
||||
See edit-suggestions.dj for detailed suggestions.
|
||||
|
||||
## Critical — Buddhist technical terms mistranslated
|
||||
|
||||
- 学士/修士/胜士/智士 — four identity stages: "bachelor/monk/winner/wise man"
|
||||
Should be: Beginner Practitioner / Practitioner / Excellent Practitioner / Wisdom Practitioner
|
||||
- 胜解 — "ultimate solution" → "resolute conviction" (adhimokṣa)
|
||||
- 行舍、不放逸 — "Walk without letting go" → "Equanimity, diligence"
|
||||
- 无住心 — "no intention to live" → "non-abiding mind"
|
||||
- 依唯识见 — "based on knowledge and view alone" → "based on the Consciousness-Only view"
|
||||
- 依中观见 — "relying on the central vision" → "relying on the Madhyamaka view"
|
||||
- 无所得心 — "heart of nothing" → "mind of non-attainment"
|
||||
- 覆 — "subversion" → "concealment"
|
||||
- 悭 — "thrift" → "stinginess"
|
||||
- 布施 — "alms" → "generosity"
|
||||
- 正念 — "righteous thoughts" → "mindfulness"
|
||||
- 同事 — "colleagues" → "acting in harmony" (四摄法)
|
||||
- 爱语 — "love words" → "kind speech" (四摄法)
|
||||
|
||||
## High — Other translation errors
|
||||
|
||||
- "Is we" (rows 437, 447): literal MT artifact of 是否 → "if we"
|
||||
- "hard drive" (row 607): 硬盘 = "endure by force", not computer hardware
|
||||
- 放逸/懈怠 both → "laziness" (rows 224, 268, 324, 378): two distinct terms conflated
|
||||
|
||||
## Medium — Grammar and UI
|
||||
|
||||
- "concentration, concentration" (7 rows): duplicate, should clarify śamatha/vipaśyanā
|
||||
- "have it been" → "has it been" (row 479)
|
||||
- "mental qualities becomes" → "become" (row 418)
|
||||
- "Complete" mid-sentence capitalization (row 72)
|
||||
- "Suspended" → "Paused" for media playback (rows 539, 543)
|
||||
- 同愿同行 → "Walk with the same will": loses the 愿 (aspiration) component
|
||||
|
||||
## Low — Typos and formatting
|
||||
|
||||
- "AndroidAndroid" → "Android" (rows 386, 396)
|
||||
- "IOS" → "iOS" (rows 385, 395)
|
||||
- "Bodhi Navigator" vs "Bodhi Navigation": inconsistent product name (row 22)
|
||||
- Missing <b> opening tag (row 389)
|
||||
- Garbled sentence: "remaining space above for better playback" (row 558)
|
||||
- Sentence fragment ending with bare "please" (row 535): likely CSV split artifact
|
||||
@@ -0,0 +1,623 @@
|
||||
页面,Chinese,English
|
||||
公共-顶部导航,返回,Back
|
||||
,首页,Home
|
||||
,退出,Exit
|
||||
,帮助,Help
|
||||
公共-顶部状态信息,您好，,"hello,"
|
||||
,当前学习进度,Current learning progress
|
||||
公共,提示,Tips
|
||||
,未找到数据,No data
|
||||
主页-页面文本,内容,Content
|
||||
,根据学习进度，可以看到对应的四种身份(学士、修士、胜士、智士)，以及本阶段的修学要求、定课内容，并可跳转,"According to the learning progress, you can see the corresponding four identities (bachelor, monk, winner, wise man), as well as the study requirements and course content of this stage, and you can jump"
|
||||
,元日记APP,Yuan Diary App
|
||||
,至相关的内容学习。,Learn relevant content
|
||||
,八三禅修,Eight-Step Threefold Meditation
|
||||
,：通过八步骤三种禅修，学习佛法智慧，完成观念、心态、生命品质的改变。,": Through eight steps and three types of meditation, learn the wisdom of Buddhism and complete changes in concepts, mentality, and quality of life."
|
||||
,正念禅修,Mindfulness meditation
|
||||
,：通过三级正念禅修，从训练专注力与觉知力，进一步拓展觉知，到放下觉知，体认无念，完成觉醒的智慧。,": Through three-level mindfulness meditation, from training concentration and awareness to further expanding awareness, to letting go of awareness, realizing the absence of thoughts, and completing the wisdom of awakening."
|
||||
,利他禅修,Altruistic meditation
|
||||
,：通过三级利他禅修，从修慈心、世俗菩提心、胜义菩提心，完成慈悲大爱的修行。,": Through the third level of altruistic meditation, you can complete the practice of compassion and great love by cultivating loving-kindness, worldly bodhicitta and ultimate bodhicitta."
|
||||
,结果检测,Result Check
|
||||
,通过,Pass
|
||||
,菩提导航APP,Bodhi Navigator App
|
||||
,，进行五处用心的管理及其心理建设检测。,", conduct careful management and psychological construction testing in the five areas."
|
||||
,下一条,Next
|
||||
,知道了,Got it
|
||||
,您好，,"Hello,"
|
||||
,当前学习进度,Current learning progress
|
||||
,进入元日记学习,Enter Yuan Diary to study
|
||||
,修学要求,Study requirements
|
||||
,展开,Expand
|
||||
,收起,Close
|
||||
,定课,Daily Practice
|
||||
,查看更多,View more
|
||||
,八三禅修,Eight-Step Threefold Meditation
|
||||
,正念禅修,Mindfulness meditation
|
||||
,利他禅修,Altruistic meditation
|
||||
,菩提导航,Bodhi Navigation
|
||||
,修学要求,Study requirements
|
||||
主页-修学要求-1,认识并建立真诚、认真、老实的修学态度，以八步三禅修学人生佛教，树立因缘因果正见，解决粗重烦恼。,"Understand and establish a sincere, serious and honest attitude towards study, learn the Buddhism of life through eight-step three meditation, establish the correct view of cause and effect, and resolve gross worries."
|
||||
,学习佛陀传记，探索生命真谛，思考人生意义。,"Study the biography of Buddha, explore the true meaning of life, and think about the meaning of life."
|
||||
,开展基础慈心禅修。以听《慈经》为定课，以《初级〈慈经〉的禅修》为引导方法，随文入观，对他人生起友善、关爱之心。学习如何用心做事，培养利他精神，落实慈心修行。把慈心带入生活，认识、建立基础利他心理。,"Develop basic lovingkindness meditation. Take listening to the ""Metta Sutra"" as the lesson, use ""Elementary ""Metta Sutra"" Meditation"" as the guiding method, follow the text to meditate, and develop a friendly and caring heart towards others. Learn how to do things with your heart, cultivate an altruistic spirit, and implement the practice of loving-kindness. Bring kindness into life, understand and establish a basic altruistic mentality."
|
||||
,开展初级正念禅修。修习《正念盘坐八式》《正念呼吸七式》、《初级正念禅修》、静茶七式、正念八段锦等，安顿身心，认识、建立初级正念及相关心理。,"Develop an elementary mindfulness meditation practice. Practice ""Eight Postures of Mindful Sitting Cross-legged"", ""Seven Postures of Mindful Breathing"", ""Elementary Mindfulness Meditation"", Seven Postures of Quiet Tea, Baduanjin of Mindfulness, etc. to settle the mind and body, understand and establish primary mindfulness and related mental qualities."
|
||||
,学习《皈依修学手册》，正确认识皈依，为进入修士阶段的修学做准备。,"Study the ""Refuge Study Manual"" to correctly understand refuge and prepare for entering the monk stage of study."
|
||||
,围绕八三、正念、利他，结合相关阶段的课程完成三种禅修的训练。,"Focusing on eight-three, mindfulness, and altruism, three types of meditation training are completed by combining courses at relevant stages."
|
||||
主页-修学要求-2,建立并培养真诚、认真、老实的态度；以八步三禅调整观念和心态，解决粗重烦恼。,"Establish and cultivate a sincere, serious and honest attitude; use the Eight-Step Threefold Meditation to adjust your concepts and mentality and resolve gross worries."
|
||||
,依八步三禅修学，认识道次第的修学要领，并生起相应的心行。,"According to the Eight-Step Threefold Meditation, you can understand the essentials of practicing the lam-rim and generate the corresponding mental actions."
|
||||
,以“皈依共修”为定课，配合佛随念的禅修，增强对三宝的信心；继续开展初级正念禅修，建立、培养、训练初级正念及相关心理。,"Take ""Refuge Group Practice"" as the daily practice, cooperate with the meditation of recollection of the Buddha, and enhance your confidence in the Three Jewels; continue to carry out primary mindfulness meditation to establish, cultivate and train primary mindfulness and related mental qualities."
|
||||
,开展初级慈经禅修。修习慈心，在与人相处及服务大众模式中，认识、建立初级利他心理；同时以慈心为基础，建立、培养、训练基础利他心理。,"Start a beginner’s meditation on the Metta Sutra. Practice loving-kindness, understand and establish primary altruistic mental qualities in the mode of getting along with others and serving the public; at the same time, based on loving-kindness, establish, cultivate and train basic altruistic mental qualities."
|
||||
主页-修学要求-3,依八步三禅修学，认识轮回和解脱的心理，以及转染成净的方法。,"According to the Eight-Step Threefold Meditation, you can understand the mental qualities of cyclic existence and liberation, as well as the method of transforming defilement into purity."
|
||||
,开展中级正念禅修，立足三十七道品，依托四念处，以正念引导或正念经行为定课，开展正念禅修，拓展觉知力，体会心的清明。或以皈依共修2.0版、佛随念为定课，增强对三宝的信心。认识、建立中级正念及相关心理，同时培养、训练、熟悉初级正念及相关心理。,"Develop intermediate-level mindfulness meditation, based on the Thirty-Seven Factors of Awakening, relying on the Four Mindfulness Foundations, using mindfulness guidance or mindfulness sutras to daily practice, carry out mindfulness meditation, expand awareness, and experience the clarity of the heart. Or take Refuge Group Practice Version 2.0 and recollection of the Buddha as the daily practice to enhance your confidence in the Three Jewels. Understand and establish intermediate mindfulness and related mental qualities, while cultivating, training and becoming familiar with primary mindfulness and related mental qualities."
|
||||
,继续开展初级慈心禅修，适当修习《中级〈慈经〉的禅修》，在与人相处及服务大众模式中，建立、培养、训练初级利他心理。<br/><br/><b>备注：第二进度学完，再次学习同修的第一进度和第二进度，然后进入第三进度。</b>,"Continue to carry out primary-level loving-kindness meditation, properly practice the ""Intermediate-level ""Metta Sutra"" Meditation, and establish, cultivate, and train primary-level altruistic mental qualities in the mode of getting along with others and serving the public. <br/><br/><b> Note: After finishing the second step, study the first and second steps of fellow practitioners again, and then enter the third step. </b>"
|
||||
主页-修学要求-4,依八步三禅修习《入菩萨行论》，通过不断的观察修、安住修，对佛菩萨的悲愿和菩提道修行生起胜解，努力实践。,"Practicing ""Entering the Bodhisattva's Way"" according to the Eight-Step Threefold Meditation. Through constant observation and meditation, you will develop a superior understanding of the compassionate wishes of Buddhas and Bodhisattvas and the practice of the Bodhisattva Path, and practice them diligently."
|
||||
,开展中级世俗菩提心禅修。在《中级〈慈经〉的禅修》的基础上，开展中级世俗菩提心禅修。依无自性空正见，认识并建立无我利他之心；依普贤行愿见地，认识并建立平等心、大悲心；以《菩提心修习仪轨》《慈经》为定课，通过修习七因果、自他相换，发起广大菩提心，正式受持菩提心戒；依广大菩提心修习慈悲心、利他行。,"Develop intermediate-level secular bodhichitta meditation. On the basis of ""Intermediate Meditation on the Loving Kindness Sutra"", carry out intermediate conventional bodhicitta meditation. Rely on the right view of emptiness without self-nature, recognize and establish the mind of selflessness and altruism; rely on the view of Samantabhadra, recognize and establish the mind of equanimity and great compassion; take ""Bodhicitta Practice Ritual"" and ""Metta Sutra"" as the prescribed courses, and practice the seven causes and effects and the exchange of self and others to initiate the vast bodhicitta and formally accept and uphold the bodhicitta precept; practice compassion and altruistic behavior according to the vast bodhicitta."
|
||||
,在与人相处及服务大众模式中，认识、建立中级利他心理，同时以世俗菩提心为基础，培养、训练、熟悉初级利他心理。,"In the mode of getting along with others and serving the public, understand and establish intermediate altruistic mental qualities. At the same time, based on conventional bodhicitta, cultivate, train and become familiar with primary altruistic mental qualities."
|
||||
,发菩提心，继续开展中级正念禅修，建立、培养、训练中级正念及相关心理，同时培养、训练、熟悉初级正念及相关心理。,"Generate bodhicitta, continue to carry out intermediate mindfulness meditation, establish, cultivate and train intermediate mindfulness and related mental qualities, and at the same time cultivate, train and become familiar with primary mindfulness and related mental qualities."
|
||||
主页-修学要求-5,依八步三禅修习《瑜伽师地论·菩萨地·戒品》，通过不断的观察修、安住修，对菩萨三聚净戒生起真切信心，乐于实践。,"According to the Eight-Step Threefold Meditation, practice ""Yogi's Ground, Bodhisattva's Ground, Precepts"". Through constant observation and meditation, you can develop true confidence in the Bodhisattva's three pure precepts and be willing to practice them."
|
||||
,继续开展中级世俗菩提心禅修，以修习《菩提心修习仪轨》《慈经》和《瑜伽菩萨戒》（每周或半月读诵一次）为定课，真切发起菩提心，受持菩萨三聚净戒，熟悉菩萨的行为规范，努力成为合格的菩萨行者。,"Continue to carry out intermediate-level conventional bodhicitta meditation, taking the practice of ""Bodhicitta Practice Ritual"", ""Metta Sutra"" and ""Yoga Bodhisattva Precepts"" as scheduled courses (read and recite once a week or half a month), truly arouse bodhicitta, accept and uphold the Bodhisattva's three pure precepts, become familiar with the Bodhisattva's behavioral norms, and strive to become a qualified Bodhisattva practitioner."
|
||||
,在与人相处及服务大众模式中，建立、培养、训练中级利他心理。同时以世俗菩提心为基础，培养、训练、熟悉初级利他心理。,"Establish, cultivate and train intermediate altruistic mental qualities in the mode of getting along with others and serving the public. At the same time, based on conventional bodhicitta, cultivate, train, and become familiar with primary altruistic mental qualities."
|
||||
,发菩提心，继续开展中级正念禅修，培养、训练、熟悉中级正念及相关心理，同时培养、训练、熟悉初级正念及相关心理。<br/><br/><b>备注：第四进度学完，再次学习同修第三进度和第四进度课程之后，升入同德班。</b>,"Generate bodhicitta, continue to carry out intermediate mindfulness meditation, cultivate, train, and become familiar with intermediate mindfulness and related mental qualities, and at the same time cultivate, train, and become familiar with primary mindfulness and related mental qualities. <br/><br/><b> Note: After completing the fourth step, you will be promoted to Tongde class after taking the third step and fourth step courses again. </b>"
|
||||
主页-修学要求-6,依八步三禅修学法义，通过不断的观察修、安住修，树立唯识正见。,"Learn the meaning of the Dharma according to the Eight-Step Threefold Meditation, and establish the right view of consciousness only through constant observation and meditation."
|
||||
,开展高级正念禅修。立足于三十七道品，依唯识见做正念禅修的定课，了知一切影像都是心的显现，消除我法二执及烦恼，通达空性。放下觉知，体认无念。认识、建立高级正念及相关心理，同时训练、熟悉、提升初级和中级正念相关心理。,"Develop advanced mindfulness meditation. Based on the Thirty-Seven Factors of Awakening, do the prescribed course of mindfulness meditation based on the Consciousness-Only view, understand that all images are manifestations of the mind, eliminate the attachment of self, Dharma and worries, and understand emptiness. Let go of awareness and realize the thoughtlessness. Understand and establish advanced mindfulness and related mental qualities, while training, becoming familiar with, and improving primary and intermediate mindfulness-related mental qualities."
|
||||
,开展高级胜义菩提心禅修。在中级世俗菩提心禅修的基础上，依唯识见契入空性，发起胜义菩提心，读诵《瑜伽菩萨戒》，践行布施等菩萨行，了知一切如梦如幻，建立无所得心，发起高级利他心。,"Develop advanced bodhicitta meditation. On the basis of the intermediate-level conventional bodhicitta meditation, enter into emptiness based on knowledge and view alone, initiate ultimate bodhicitta, read and recite the ""Yoga Bodhisattva Precepts"", practice bodhisattva behaviors such as giving, understand that everything is like a dream or illusion, establish the mind of nothing, and initiate high-level altruism."
|
||||
,认识、建立高级利他心理，同时以胜义菩提心为基础，训练、熟悉、提升初级和中级利他心理。<br/><br/><b>备注：学完第一遍后再学第二遍，两遍完成后再进入下一阶段修学。</b>,"Understand and establish high-level altruistic mental qualities, and at the same time, based on ultimate bodhicitta, train, familiarize and improve primary and intermediate altruistic mental qualities. <br/><br/><b> Note: After learning the first time, learn the second time. After completing the two times, you can enter the next stage of study. </b>"
|
||||
主页-修学要求-7,依八步三禅修学法义，通过不断的观察修、安住修，树立般若中观正见。,"Learn the meaning of the Dharma according to the Eight-Step Threefold Meditation, and establish the correct view of Prajna Madhyamaka through constant observation and meditation."
|
||||
,开展高级正念禅修。立足于三十七道品，依中观见做正念禅修的定课。了知一切法无自性空，如梦如幻；体悟一切法的本质即是空性，消除二元对立和烦恼。放下觉知，熟悉无念。认识、建立高级正念及相关心理，同时训练、熟悉、提升初级和中级正念及相关心理。,"Develop advanced mindfulness meditation. Based on the Thirty-Seven Factors of Awakening, we will conduct a regular course of mindfulness meditation based on the Madhyamaka view. Understand that all dharmas have no self-nature and are empty, like dreams and illusions; realize that the essence of all dharmas is emptiness, and eliminate dualistic opposition and worries. Let go of awareness and become familiar with no thoughts. Understand and establish advanced mindfulness and related mental qualities, while training, familiarizing and improving primary and intermediate mindfulness and related mental qualities."
|
||||
,开展高级胜义菩提心禅修。在中级世俗菩提心禅修的基础上，依中观见契入空性，发起胜义菩提心，读诵《瑜伽菩萨戒》，践行布施等菩萨行，了知一切如梦如幻，建立无所得心。,"Develop advanced bodhicitta meditation. On the basis of intermediate-level conventional bodhicitta meditation, you can enter into emptiness by relying on the central vision, initiate ultimate bodhicitta, read and recite the ""Yoga Bodhisattva Precepts"", practice bodhisattva behaviors such as giving, and understand that everything is like a dream or illusion, and establish the heart of nothing."
|
||||
,认识、建立高级利他心理。同时以胜义菩提心为基础，训练、熟悉、提升初级和中级利他心理。,"Understand and establish advanced altruistic mental qualities. At the same time, based on the ultimate bodhicitta, we train, familiarize and improve primary and intermediate altruistic mental qualities."
|
||||
,依普贤行愿的见地，撤除心的设定，临摹佛菩萨品质，体会虚空般的心，建立平等、大悲的利他修行。<br/><br/><b>备注：学完第一遍后再学第二遍，两遍完成后再进入下一阶段修学。</b>,"Based on the view of Samantabhadra's vows, we remove the mental settings, copy the qualities of Buddhas and Bodhisattvas, experience the void-like mind, and establish the altruistic practice of equality and great compassion. <br/><br/><b> Note: After learning the first time, learn the second time. After completing the two times, you can enter the next stage of study. </b>"
|
||||
主页-修学要求-8,依八步三禅修学法义，通过不断的观察修、安住修，树立禅宗正见。,"Learn the meaning of the Dharma according to the Eight-Step Threefold Meditation, and establish the correct view of Zen through constant observation and meditation."
|
||||
,开展高级正念禅修。立足于三十七道品，依禅宗见地做正念禅修的定课，了知念头的本质，体悟本心，消除二元对立和烦恼。放下觉知，熟悉无念。建立、培养、训练高级正念及相关心理，同时训练、熟悉、提升、圆满初级和中级正念及相关心理。,"Develop advanced mindfulness meditation. Based on the Thirty-Seven Factors of Awakening, we conduct mindfulness meditation courses according to Zen view, understand the nature of thoughts, realize the original mind, and eliminate dualistic opposition and worries. Let go of awareness and become familiar with no thoughts. Establish, cultivate, and train advanced mindfulness and related mental qualities, while training, becoming familiar with, improving, and perfecting primary and intermediate mindfulness and related mental qualities."
|
||||
,开展高级胜义菩提心禅修。在中级世俗菩提心禅修基础上，依禅宗见地契入本心，发起胜义菩提心，读诵《瑜伽菩萨戒》，践行布施等菩萨行，了知一切如梦如幻，建立无所得心。,"Develop advanced bodhicitta meditation. On the basis of intermediate conventional bodhicitta meditation, according to the Zen view, enter the original mind, initiate the ultimate bodhicitta, read and recite the ""Yoga Bodhisattva Precepts"", practice charity and other bodhisattva behaviors, understand that everything is like a dream or illusion, and establish the heart of nothing."
|
||||
,建立、培养、训练高级利他心理。同时以胜义菩提心为基础，训练、熟悉、提升、圆满初级和中级利他心理。<br/><br/><b>备注：学完第一遍后再学第二遍。</b>,"Establish, cultivate and train advanced altruistic mental qualities. At the same time, based on the ultimate bodhicitta, we train, familiarize, improve, and Complete primary and intermediate altruistic mental qualities. <br/><br/><b> Note: After learning the first time, learn the second time. </b>"
|
||||
课程详情页-普通文本,说明,Illustrate
|
||||
,下载元日记APP,Download Yuan Diary App
|
||||
,下载菩提导航进行检测,Download Bodhi Navigation for testing
|
||||
,开始自检,Start self-test
|
||||
,观看视频,Watch video
|
||||
,阅读文章,Read article
|
||||
,收听音频,Listen to audio
|
||||
,按钮,Button
|
||||
课程详情页-菩提导航-学士,修习共同基础心理,Practicing Common Ground mental qualities
|
||||
,共同基础心理,Common Foundational Mental Qualities
|
||||
,认识并建立,Recognize and establish
|
||||
,信、惭愧、向善心、忏悔心、利他心；真诚、认真、老实。,"Faith, shame, kindness, repentance, altruism; sincerity, seriousness, honesty."
|
||||
,基础利他 —— 慈心修习,Basic altruism - loving kindness practice
|
||||
,修习慈心,Practice loving kindness
|
||||
,认识并建立,Recognize and establish
|
||||
,慈心,Compassion
|
||||
,修习慈心的相关心理,mental qualities related to practicing loving-kindness
|
||||
,认识并建立,Recognize and establish
|
||||
,慈心,Compassion
|
||||
,修习慈心的相关心理,mental qualities related to practicing loving-kindness
|
||||
,认识并建立,Recognize and establish
|
||||
,感恩；随喜；理解、同情、接纳；,"Gratitude; rejoicing; understanding, sympathy, acceptance;"
|
||||
,布施。,Give alms
|
||||
,初级正念修习——选择所缘，培养专注和觉知力,"Elementary mindfulness practice - choose objects, develop concentration and awareness"
|
||||
,修习正念,Practice mindfulness
|
||||
,认识并建立,Recognize and establish
|
||||
,初级正念,Elementary Mindfulness
|
||||
,修习正念相关心理,Practice Mindfulness-Related Mental Qualities
|
||||
,认识并建立,Recognize and establish
|
||||
,正见、作意、定（止）、慧（观）。,"Right view, concentration, concentration (concentration), wisdom (contemplation)."
|
||||
,消除轮回心理,Eliminate Cyclic Mental Patterns
|
||||
,自修、定课,"Self-study, scheduled courses"
|
||||
,独处,Alone
|
||||
,时，要消除懈怠、放逸。,"When doing so, we should eliminate laziness and lethargy."
|
||||
,交流、与人相处、服务大众,"Communicate, get along with others, serve the public"
|
||||
,时，要消除忿、恨、恼、害、嫉。,"At this time, we must eliminate anger, hatred, annoyance, harm, and jealousy."
|
||||
课程详情页-菩提导航-修士1,修习共同基础心理,Practicing Common Ground mental qualities
|
||||
,共同基础心理,Common Foundational Mental Qualities
|
||||
,认识并建立,Recognize and establish
|
||||
,出离心、世俗菩提心、持戒、精进。,"Renunciation, worldly bodhicitta, precepts, and diligence"
|
||||
,建立、培养、训练,"Build, develop, train"
|
||||
,信、惭愧、忏悔；真诚、认真、,"Faith, shame, repentance; sincerity, seriousness,"
|
||||
,老实。,Honest
|
||||
,初级利他 —— 慈心修习,Elementary Altruism - Loving Kindness Practice
|
||||
,修习慈心,Practice loving kindness
|
||||
,建立、培养、训练,"Build, develop, train"
|
||||
,慈心,Compassion
|
||||
,修习慈心相关心理,Practice Loving-Kindness-Related Mental Qualities
|
||||
,认识并建立,Recognize and establish
|
||||
,悲悯心；陪伴、关爱、引导；,"Compassion; companionship, care, guidance;"
|
||||
,爱语、利行、同事、忍辱,"Love words, good deeds, colleagues, patience"
|
||||
,建立、培养、训练,"Build, develop, train"
|
||||
,以慈心为基础，修习,"Based on loving-kindness, practice"
|
||||
,基础利他,Basic altruism
|
||||
,心理,mental qualities
|
||||
,感恩；随喜；理解、同情、接纳；,"Gratitude; rejoicing; understanding, sympathy, acceptance;"
|
||||
,布施,Alms
|
||||
,初级正念修习——选择所缘，培养专注和觉知力,"Elementary mindfulness practice - choose objects, develop concentration and awareness"
|
||||
,修习正念,Practice mindfulness
|
||||
,建立、培养、训练,"Build, develop, train"
|
||||
,初级正念,Elementary Mindfulness
|
||||
,修习正念相关关理,Principles related to practicing mindfulness
|
||||
,建立、培养、训练,"Build, develop, train"
|
||||
,正见、作意、定（止）、慧（观）。,"Right view, concentration, concentration (concentration), wisdom (contemplation)."
|
||||
,消除轮回心理,Eliminate Cyclic Mental Patterns
|
||||
,自修、定课,"Self-study, scheduled courses"
|
||||
,和,And
|
||||
,独处,Alone
|
||||
,时，要消除放逸、懈怠、散乱、昏沉、失念、不正知。,"At this time, we must eliminate carelessness, laziness, distraction, lethargy, loss of thoughts, and incorrect knowledge."
|
||||
,交流、与人相处、服务大众,"Communicate, get along with others, serve the public"
|
||||
,时，要消除重要感、优越感、主宰欲；忿、恨、恼、害、嫉；覆、谄、诳、悭。,"At this time, we must eliminate the sense of importance, superiority, and desire to dominate; anger, hatred, annoyance, harm, and jealousy; subversion, flattery, deceit, and thrift."
|
||||
课程详情页-菩提导航-修士2,修习共同基础心理,Practicing Common Ground mental qualities
|
||||
,共同基础心理,Common Foundational Mental Qualities
|
||||
,建立、培养、训练,"Build, develop, train"
|
||||
,信、惭愧、出离心、世俗菩提心、,"Faith, shame, renunciation, worldly bodhicitta,"
|
||||
,持戒、忏悔；真诚、认真、老实；,"Keep the precepts and repent; be sincere, serious and honest;"
|
||||
,精进。,Be diligent
|
||||
,中级正念修习 —— 依四念处，拓展觉知，体会心的清明,"Intermediate mindfulness practice - relying on the four foundations of mindfulness, expanding awareness and experiencing the clarity of mind"
|
||||
,修习正念,Practice mindfulness
|
||||
,认识并建立,Recognize and establish
|
||||
,中级正念,Intermediate Mindfulness
|
||||
,修习正念相关心理,Practice Mindfulness-Related Mental Qualities
|
||||
,认识并建立,Recognize and establish
|
||||
,胜解；无贪、无嗔、无痴、轻安、行舍、不放逸,"The ultimate solution: no greed, no anger, no delusion, tranquility, equanimity, and no hesitation"
|
||||
,培养、训练、熟悉,"Cultivate, train, familiarize"
|
||||
,以中级正念，修习,Practice with intermediate mindfulness
|
||||
,初级正念,Elementary Mindfulness
|
||||
,相关心理,Related Mental Qualities
|
||||
,正见、作意、定（止）、慧（观）,"Right view, concentration, concentration (concentration), wisdom (contemplation)"
|
||||
,初级利他——慈心修习,Elementary Altruism - Practice of Loving Kindness
|
||||
,修习慈心,Practice loving kindness
|
||||
,培养、训练、熟悉,"Cultivate, train, familiarize"
|
||||
,慈心,Compassion
|
||||
,修习慈心相关心理,Practice Loving-Kindness-Related Mental Qualities
|
||||
,建立、培养、训练,"Build, develop, train"
|
||||
,悲悯心；陪伴、关爱、引导；,"Compassion; companionship, care, guidance;"
|
||||
,爱语、利行、同事、忍辱,"Love words, good deeds, colleagues, patience"
|
||||
,培养、训练、熟悉,"Cultivate, train, familiarize"
|
||||
,以慈心为基础，修习,"Based on loving-kindness, practice"
|
||||
,基础利他,Basic altruism
|
||||
,心理,mental qualities
|
||||
,感恩；随喜；理解、同情、接纳；,"Gratitude; rejoicing; understanding, sympathy, acceptance;"
|
||||
,布施,Alms
|
||||
,消除轮回心理,Eliminate Cyclic Mental Patterns
|
||||
,自修、定课,"Self-study, scheduled courses"
|
||||
,和,And
|
||||
,独处,Alone
|
||||
,时，要消除放逸、懈怠、散乱、昏沉、失念、不正知。,"At this time, we must eliminate carelessness, laziness, distraction, lethargy, loss of thoughts, and incorrect knowledge."
|
||||
,交流、与人相处、服务大众,"Communicate, get along with others, serve the public"
|
||||
,时，要消除重要感、优越感、主宰欲；忿、恨、恼、害、嫉；覆、谄、诳、悭。,"At this time, we must eliminate the sense of importance, superiority, and desire to dominate; anger, hatred, annoyance, harm, and jealousy; subversion, flattery, deceit, and thrift."
|
||||
课程详情页-菩提导航-胜士1,修习共同基础心理,Practicing Common Ground mental qualities
|
||||
,共同基础心理,Common Foundational Mental Qualities
|
||||
,培养、训练、熟悉,"Cultivate, train, familiarize"
|
||||
,信、惭愧、世俗菩提心、持戒、,"Faith, shame, worldly bodhicitta, observing precepts,"
|
||||
,忏悔；真诚、认真、老实；精进,"Repent; sincere, serious, honest; diligent"
|
||||
,中级利他 —— 世俗菩提心修习,Intermediate altruism - conventional bodhicitta practice
|
||||
,修习世俗菩提心,Practicing Worldly Bodhicitta
|
||||
,认识并建立,Recognize and establish
|
||||
,世俗菩提心,Worldly bodhicitta
|
||||
,修习世俗菩提心相关心理,mental qualities related to practicing conventional bodhicitta
|
||||
,认识并建立,Recognize and establish
|
||||
,无我利他心、平等心、大悲心,"Selflessness, altruism, equality, and great compassion"
|
||||
,培养、训练、熟悉,"Cultivate, train, familiarize"
|
||||
,以世俗菩提心为基础，修习,"Based on worldly bodhicitta, practice"
|
||||
,初级利他,Primary altruism
|
||||
,心理,mental qualities
|
||||
,悲悯心；陪伴、关爱、引导；,"Compassion; companionship, care, guidance;"
|
||||
,爱语、利行、同事、忍辱,"Love words, good deeds, colleagues, patience"
|
||||
,培养、训练、熟悉,"Cultivate, train, familiarize"
|
||||
,以世俗菩提心为基础，修习,"Based on worldly bodhicitta, practice"
|
||||
,基础利他,Basic altruism
|
||||
,心理,mental qualities
|
||||
,感恩；随喜；理解、同情、接纳；,"Gratitude; rejoicing; understanding, sympathy, acceptance;"
|
||||
,布施,Alms
|
||||
,中级正念修习 —— 依四念处，拓展觉知，体会心的清明,"Intermediate mindfulness practice - relying on the four foundations of mindfulness, expanding awareness and experiencing the clarity of mind"
|
||||
,修习正念,Practice mindfulness
|
||||
,建立、培养、训练,"Build, develop, train"
|
||||
,中级正念,Intermediate Mindfulness
|
||||
,修习正念相关心理,Practice Mindfulness-Related Mental Qualities
|
||||
,建立、培养、训练,"Build, develop, train"
|
||||
,胜解；无贪、无嗔、无痴、轻安、,"The ultimate solution: no greed, no anger, no delusion, peace of mind,"
|
||||
,行舍、不放逸,Walk without letting go
|
||||
,培养、训练、熟悉,"Cultivate, train, familiarize"
|
||||
,以中级正念，修习,Practice with intermediate mindfulness
|
||||
,初级正念,Elementary Mindfulness
|
||||
,相关心理,Related Mental Qualities
|
||||
,正见、作意、定（止）、慧（观）,"Right view, concentration, concentration (concentration), wisdom (contemplation)"
|
||||
,消除轮回心理,Eliminate Cyclic Mental Patterns
|
||||
,自修、定课,"Self-study, scheduled courses"
|
||||
,和,And
|
||||
,独处,Alone
|
||||
,时，要消除放逸、懈怠、散乱、昏沉、失念、不正知；贪、嗔、痴。,"At this time, we must eliminate laziness, laziness, distraction, lethargy, loss of thoughts, incorrect knowledge, greed, anger, and ignorance."
|
||||
,交流、与人相处、服务大众,"Communicate, get along with others, serve the public"
|
||||
,时，要消除重要感、优越感、主宰欲；忿、恨、恼、害、嫉、覆、谄、诳、悭。,"At this time, we must eliminate the sense of importance, superiority, and desire to dominate; anger, hatred, annoyance, harm, jealousy, subversion, flattery, deceit, and thrift."
|
||||
课程详情页-菩提导航-胜士2,修习共同基础心理,Practicing Common Ground mental qualities
|
||||
,共同基础心理,Common Foundational Mental Qualities
|
||||
,培养、训练、熟悉,"Cultivate, train, familiarize"
|
||||
,信、惭愧、世俗菩提心、持戒、,"Faith, shame, worldly bodhicitta, observing precepts,"
|
||||
,忏悔；真诚、认真、老实；精进,"Repent; sincere, serious, honest; diligent"
|
||||
,中级利他 —— 世俗菩提心修习,Intermediate altruism - conventional bodhicitta practice
|
||||
,修习世俗菩提心,Practicing Worldly Bodhicitta
|
||||
,建立、培养、训练,"Build, develop, train"
|
||||
,世俗菩提心,Worldly bodhicitta
|
||||
,修习世俗菩提心相关心理,mental qualities related to practicing conventional bodhicitta
|
||||
,建立、培养、训练,"Build, develop, train"
|
||||
,无我利他心、平等心、大悲心,"Selflessness, altruism, equality, and great compassion"
|
||||
,培养、训练、熟悉,"Cultivate, train, familiarize"
|
||||
,以世俗菩提心为基础，修习,"Based on worldly bodhicitta, practice"
|
||||
,初级利他,Primary altruism
|
||||
,心理,mental qualities
|
||||
,悲悯心；陪伴、关爱、引导；,"Compassion; companionship, care, guidance;"
|
||||
,爱语、利行、同事、忍辱,"Love words, good deeds, colleagues, patience"
|
||||
,培养、训练、熟悉,"Cultivate, train, familiarize"
|
||||
,以世俗菩提心为基础，修习,"Based on worldly bodhicitta, practice"
|
||||
,基础利他,Basic altruism
|
||||
,心理,mental qualities
|
||||
,感恩；随喜；理解、同情、接纳；,"Gratitude; rejoicing; understanding, sympathy, acceptance;"
|
||||
,布施,Alms
|
||||
,中级正念修习 —— 依四念处，拓展觉知，体会心的清明,"Intermediate mindfulness practice - relying on the four foundations of mindfulness, expanding awareness and experiencing the clarity of mind"
|
||||
,修习正念,Practice mindfulness
|
||||
,培养、训练、熟悉,"Cultivate, train, familiarize"
|
||||
,中级正念,Intermediate Mindfulness
|
||||
,修习正念相关心理,Practice Mindfulness-Related Mental Qualities
|
||||
,培养、训练、熟悉,"Cultivate, train, familiarize"
|
||||
,胜解；无贪、无嗔、无痴、轻安、,"The ultimate solution: no greed, no anger, no delusion, peace of mind,"
|
||||
,行舍、不放逸,Walk without letting go
|
||||
,培养、训练、熟悉,"Cultivate, train, familiarize"
|
||||
,以中级正念，修习,Practice with intermediate mindfulness
|
||||
,初级正念,Elementary Mindfulness
|
||||
,相关心理,Related Mental Qualities
|
||||
,正见、作意、定（止）、慧（观）,"Right view, concentration, concentration (concentration), wisdom (contemplation)"
|
||||
,消除轮回心理,Eliminate Cyclic Mental Patterns
|
||||
,自修、定课,"Self-study, scheduled courses"
|
||||
,和,And
|
||||
,独处,Alone
|
||||
,时，要消除放逸、懈怠、散乱、昏沉、失念、不正知；贪、嗔、痴。,"At this time, we must eliminate laziness, laziness, distraction, lethargy, loss of thoughts, incorrect knowledge, greed, anger, and ignorance."
|
||||
,交流、与人相处、服务大众,"Communicate, get along with others, serve the public"
|
||||
,时，要消除重要感、优越感、主宰欲；忿、恨、恼、害、嫉、覆、谄、诳、悭。,"At this time, we must eliminate the sense of importance, superiority, and desire to dominate; anger, hatred, annoyance, harm, jealousy, subversion, flattery, deceit, and thrift."
|
||||
课程详情页-菩提导航-智士1、2,修习共同基础心理,Practicing Common Ground mental qualities
|
||||
,共同基础心理,Common Foundational Mental Qualities
|
||||
,认识并建立,Recognize and establish
|
||||
,胜义菩提心,ultimate bodhicitta
|
||||
,训练、熟悉、提升,"Training, familiarity, improvement"
|
||||
,信、惭愧、持戒、忏悔；真诚、,"Faith, shame, discipline, repentance; sincerity,"
|
||||
,认真、老实；精进。,"Serious, honest; diligent"
|
||||
,高级正念修习 —— 消除二元执著，放下觉知，体认无念,"Advanced mindfulness practice - eliminate dualistic attachments, let go of awareness, and realize the absence of thoughts"
|
||||
,高级正念,Advanced mindfulness
|
||||
,认识并建立,Recognize and establish
|
||||
,高级正念,Advanced mindfulness
|
||||
,修习正念相关心理,Practice Mindfulness-Related Mental Qualities
|
||||
,认识并建立,Recognize and establish
|
||||
,无所得心、无念、平常心,"No gain, no thoughts, a normal mind"
|
||||
,训练、熟悉、提升,"Training, familiarity, improvement"
|
||||
,以高级正念，修习,Practice with advanced mindfulness
|
||||
,中级正念,Intermediate Mindfulness
|
||||
,相关心理,Related Mental Qualities
|
||||
,胜解；无贪、无嗔、无痴、轻安、,"The ultimate solution: no greed, no anger, no delusion, peace of mind,"
|
||||
,行舍、不放逸,Walk without letting go
|
||||
,训练、熟悉、提升,"Training, familiarity, improvement"
|
||||
,以高级正念，修习,Practice with advanced mindfulness
|
||||
,初级正念,Elementary Mindfulness
|
||||
,相关心理,Related Mental Qualities
|
||||
,正见、作意、定（止）、慧（观）,"Right view, concentration, concentration (concentration), wisdom (contemplation)"
|
||||
,高级利他 —— 胜义菩提心修习,Advanced altruism - the practice of ultimate bodhicitta
|
||||
,修习胜义菩提心,Practice ultimate bodhicitta
|
||||
,认识并建立,Recognize and establish
|
||||
,胜义菩提心,ultimate bodhicitta
|
||||
,修习胜义菩提心相关心理,mental qualities related to practicing ultimate bodhicitta
|
||||
,认识并建立,Recognize and establish
|
||||
,无所得心,Nothing to gain
|
||||
,训练、熟悉、提升,"Training, familiarity, improvement"
|
||||
,以胜义菩提心为基础，修习,"Based on the ultimate bodhicitta, practice"
|
||||
,中级利他,Intermediate altruism
|
||||
,心理,mental qualities
|
||||
,无我利他心、平等心、大悲心,"Selflessness, altruism, equality, and great compassion"
|
||||
,训练、熟悉、提升,"Training, familiarity, improvement"
|
||||
,以胜义菩提心为基础，修习,"Based on the ultimate bodhicitta, practice"
|
||||
,初级利他,Primary altruism
|
||||
,心理,mental qualities
|
||||
,悲悯心；陪伴、关爱、引导；,"Compassion; companionship, care, guidance;"
|
||||
,爱语、利行、同事、忍辱,"Love words, good deeds, colleagues, patience"
|
||||
,训练、熟悉、提升,"Training, familiarity, improvement"
|
||||
,以胜义菩提心为基础，修习,"Based on the ultimate bodhicitta, practice"
|
||||
,基础利他,Basic altruism
|
||||
,心理,mental qualities
|
||||
,感恩；随喜；理解、同情、接纳；,"Gratitude; rejoicing; understanding, sympathy, acceptance;"
|
||||
,布施,Alms
|
||||
,消除轮回心理,Eliminate Cyclic Mental Patterns
|
||||
,自修、定课,"Self-study, scheduled courses"
|
||||
,和,And
|
||||
,独处,Alone
|
||||
,时，要消除放逸、懈怠、散乱、昏沉、失念、不正知；贪、嗔、痴。,"At this time, we must eliminate laziness, laziness, distraction, lethargy, loss of thoughts, incorrect knowledge, greed, anger, and ignorance."
|
||||
,交流、与人相处、服务大众,"Communicate, get along with others, serve the public"
|
||||
,时，要消除重要感、优越感、主宰欲；忿、恨、恼、害、嫉、覆、谄、诳、悭。,"At this time, we must eliminate the sense of importance, superiority, and desire to dominate; anger, hatred, annoyance, harm, jealousy, subversion, flattery, deceit, and thrift."
|
||||
课程详情页-菩提导航-智士3,修习共同基础心理,Practicing Common Ground mental qualities
|
||||
,共同基础心理,Common Foundational Mental Qualities
|
||||
,建立、培养、训练,"Build, develop, train"
|
||||
,胜义菩提心,ultimate bodhicitta
|
||||
,训练、熟悉、提升、圆满,"Training, familiarity, improvement, perfection"
|
||||
,信、惭愧、持戒、忏悔；真诚、认真、老实；精进。,"Believe, be ashamed, keep the precepts, repent; be sincere, serious, honest; be diligent."
|
||||
,高级正念修习 —— 消除二元执著，放下觉知，体认无念,"Advanced mindfulness practice - eliminate dualistic attachments, let go of awareness, and realize the absence of thoughts"
|
||||
,修习正念,Practice mindfulness
|
||||
,建立、培养、训练,"Build, develop, train"
|
||||
,高级正念,Advanced mindfulness
|
||||
,修习正念相关心理,Practice Mindfulness-Related Mental Qualities
|
||||
,建立、培养、训练,"Build, develop, train"
|
||||
,无所得心、无念、平常心,"No gain, no thoughts, a normal mind"
|
||||
,训练、熟悉、提升、圆满,"Training, familiarity, improvement, perfection"
|
||||
,以高级正念，修习,Practice with advanced mindfulness
|
||||
,中级正念,Intermediate Mindfulness
|
||||
,相关心理,Related Mental Qualities
|
||||
,胜解；无贪、无嗔、无痴、轻安、行舍、不放逸,"The ultimate solution: no greed, no anger, no delusion, tranquility, equanimity, and no hesitation"
|
||||
,训练、熟悉、提升、圆满,"Training, familiarity, improvement, perfection"
|
||||
,以高级正念，修习,Practice with advanced mindfulness
|
||||
,初级正念,Elementary Mindfulness
|
||||
,相关心理,Related Mental Qualities
|
||||
,正见、作意、定（止）、慧（观）,"Right view, concentration, concentration (concentration), wisdom (contemplation)"
|
||||
,高级利他 —— 胜义菩提心修习,Advanced altruism - the practice of ultimate bodhicitta
|
||||
,修习胜义菩提心,Practice ultimate bodhicitta
|
||||
,建立、培养、训练,"Build, develop, train"
|
||||
,胜义菩提心,ultimate bodhicitta
|
||||
,修习胜义菩提心相关心理,mental qualities related to practicing ultimate bodhicitta
|
||||
,建立、培养、训练,"Build, develop, train"
|
||||
,无所得心、无住心,"No intention to gain, no intention to live"
|
||||
,训练、熟悉、提升、圆满,"Training, familiarity, improvement, perfection"
|
||||
,以胜义菩提心为基础，修习,"Based on the ultimate bodhicitta, practice"
|
||||
,中级利他,Intermediate altruism
|
||||
,心理,mental qualities
|
||||
,无我利他心、平等心、大悲心,"Selflessness, altruism, equality, and great compassion"
|
||||
,训练、熟悉、提升、圆满,"Training, familiarity, improvement, perfection"
|
||||
,以胜义菩提心为基础，修习,"Based on the ultimate bodhicitta, practice"
|
||||
,初级利他,Primary altruism
|
||||
,心理,mental qualities
|
||||
,悲悯心；陪伴、关爱、引导；,"Compassion; companionship, care, guidance;"
|
||||
,爱语、利行、同事、忍辱,"Love words, good deeds, colleagues, patience"
|
||||
,训练、熟悉、提升、圆满,"Training, familiarity, improvement, perfection"
|
||||
,以胜义菩提心为基础，修习,"Based on the ultimate bodhicitta, practice"
|
||||
,基础利他,Basic altruism
|
||||
,心理,mental qualities
|
||||
,感恩；随喜；理解、同情、接纳；,"Gratitude; rejoicing; understanding, sympathy, acceptance;"
|
||||
,布施,Alms
|
||||
,消除轮回心理,Eliminate Cyclic Mental Patterns
|
||||
,自修、定课,"Self-study, scheduled courses"
|
||||
,和,And
|
||||
,独处,Alone
|
||||
,时，要消除放逸、懈怠、散乱、昏沉、失念、不正知；贪、嗔、痴。,"At this time, we must eliminate laziness, laziness, distraction, lethargy, loss of thoughts, incorrect knowledge, greed, anger, and ignorance."
|
||||
,交流、与人相处、服务大众,"Communicate, get along with others, serve the public"
|
||||
,时，要消除重要感、优越感、主宰欲；忿、恨、恼、害、嫉、覆、谄、诳、悭。,"At this time, we must eliminate the sense of importance, superiority, and desire to dominate; anger, hatred, annoyance, harm, jealousy, subversion, flattery, deceit, and thrift."
|
||||
课程详情页-正念固定内容,正念日记,Mindfulness Journal
|
||||
,把正念落实到每一件事,Apply righteous thoughts to everything
|
||||
,正念禅修关键要持续训练，正念日记中可以自己设置训练事件，时刻训练自己的专注与觉知，并记录每天的用心说明。帮助我们将正念贯穿到生活中，把禅修带到方方面面。,"The key to mindfulness meditation is continuous training. You can set up training events in your mindfulness diary, train your concentration and awareness at all times, and record your daily intentions. Help us integrate mindfulness into our lives and bring meditation to all aspects."
|
||||
,在菩提导航APP—五处用心—日常生活，使用“正念日记”，下载菩提导航APP开始记录吧,"In the Bodhi Navigation App - Five Mindfulnesses - Daily Life, use the ""Mindfulness Diary"", download the Bodhi Navigation App and start recording."
|
||||
,iOS苹果下载,IOS Apple download
|
||||
,Android安卓下载,AndroidAndroid download
|
||||
课程详情页-利他固定内容,觉醒之道,The Way to Awakening
|
||||
,同愿同行 共同成长 www.pa.world,Walk with the same will and grow together www.pa.world
|
||||
,进入<b>服务大众全球共享平台</b>（A Global Platform for the Public），学习和体验各种服务大众项目和精品课程,"Enter </b> (A Global Platform for the Public), a global sharing platform for the public, to learn and experience various public service projects and quality courses"
|
||||
,进入平台,Enter the platform
|
||||
,利他周记,Altruistic Weekly Diary
|
||||
,用慈心对待每一个人,Treat everyone with kindness
|
||||
,利他周记包含修行元素、修行方法、修行对象和修行心得，并可对慈悲相应心理作检测。慈心的修习需要面对具体对象去训练，每周可以根据修习的情况写一篇修行心得。,"The Altruistic Weekly Diary includes practice elements, practice methods, practice objects and practice experiences, and can detect the mental qualities corresponding to compassion. The practice of loving-kindness requires training with a specific object. You can write a practice experience every week based on the practice situation."
|
||||
,在菩提导航APP—五处用心— 服务大众，使用“利他周记”，下载菩提导航APP开始记录吧,"Use the ""Altruistic Weekly Diary"" to serve the public in the Bodhi Navigation App - the Five Intentions - and download the Bodhi Navigation App to start recording."
|
||||
,iOS苹果下载,IOS Apple download
|
||||
,Android安卓下载,AndroidAndroid download
|
||||
课程详情页-菩提导航固定内容,第一阶段,First stage
|
||||
,第二阶段,Second stage
|
||||
,第一、二阶段,Phase one and two
|
||||
,心理建设,Psychological construction
|
||||
,心理建设相关,Psychological construction related
|
||||
,根据以下心理建设说明，在菩提导航中进行心理检测,"According to the following psychological construction instructions, conduct psychological testing in Bodhi Navigation"
|
||||
,心理建设分为七个层面：,Psychological construction is divided into seven levels:
|
||||
,一,One
|
||||
,认识,Know
|
||||
,从认识概念，到认识相关心理；,From understanding concepts to understanding related mental qualities;
|
||||
,二,Two
|
||||
,建立,Establish
|
||||
,在内心建立这一心理；,Build this mentality within yourself;
|
||||
,三,Three
|
||||
,培养,Nourish
|
||||
,创造条件，使心在正确重复中成长；,Create conditions for the mind to grow through correct repetition;
|
||||
,四,Four
|
||||
,训练,Train
|
||||
,通过逆境的磨炼，使相关心理得以壮大；,"Through adversity, the relevant mental qualities can be strengthened;"
|
||||
,五,Five
|
||||
,熟悉,Familiar
|
||||
,通过不断重复，使相关心理成为常态；,"Through constant repetition, the relevant mental qualities becomes the norm;"
|
||||
,六,Six
|
||||
,提升,Improve
|
||||
,通过空性禅修，使相关心理得到提升；,"Through emptiness meditation, related mental qualities can be improved;"
|
||||
,七,Seven
|
||||
,圆满,Complete
|
||||
,通过空性禅修彻底消除对立，使相关心理达到圆满。,"Through emptiness meditation, opposition is completely eliminated and the related mental qualities become complete."
|
||||
课程详情页,开始自检,Start self-test
|
||||
,定课做不起来？,Having trouble keeping up with daily practice?
|
||||
,定课,Daily Practice
|
||||
,八三禅修,Eight-Step Threefold Meditation
|
||||
,八三,Eight-Step Threefold
|
||||
,八步三禅不会用？,Need help with Eight-Step Threefold Meditation?
|
||||
,正念禅修,Mindfulness meditation
|
||||
,修习,Practice
|
||||
,利他禅修,Altruistic meditation
|
||||
,修习,Practice
|
||||
,菩提导航,Bodhi Navigation
|
||||
,菩提导航不会用？,Don’t know how to use Bodhi Navigation?
|
||||
正念专项问卷-前言,我们在做正念禅修的过程中，需要检查自己这十二元素都具备了没有。如果具备了，正念的修行就会非常有效；如果不具备或不完整，比如说我们的发心不足，生活混乱，没有热忱，或者缺少正见，看问题很偏执，自以为是，二元对立，那禅修就会很辛苦。,"In the process of mindfulness meditation, we need to check Is we have all these twelve elements. If we have it, the practice of mindfulness will be very effective; if we do not have it or it is incomplete, for example, our motivation is insufficient, our life is chaotic, we have no enthusiasm, or we lack correct views, we are paranoid, self-righteous, and dualistic in looking at problems, then meditation will be very difficult."
|
||||
,这个自检表帮助我们检测在初级正念禅修中对十二要素的认识和实践情况。,This self-check sheet helps us test our understanding and practice of the twelve elements in primary mindfulness meditation.
|
||||
,请您把自检当作一次了解自己和学习成长的机会，以真诚、认真、老实的态度，根据自己近,"Please regard self-examination as an opportunity to understand yourself and learn and grow, and conduct self-examination based on your recent experience with a sincere, serious and honest attitude."
|
||||
,三个月,Three months
|
||||
,的真实情况，如实作答。,"The real situation, answer truthfully"
|
||||
,请不必在一道题上停留思考太久，按照自己的第一反应选择即可。,"Please don't stay and think about a question for too long, just choose according to your first reaction."
|
||||
,选项说明：,Option description:
|
||||
,偶尔：最近三个月约25%的时间/程度,Occasionally: About 25% of the time/extent in the past three months
|
||||
,有时：最近三个月约50%的时间/程度,Sometimes: About 50% of the time/extent in the past three months
|
||||
,经常：最近三个月约75%的时间/程度,Often: About 75% of the time/extent in the past three months
|
||||
茶禅专项问卷-前言,我们在做正念禅修的过程中，需要检查自己这十元素都具备了没有。如果具备了，正念的修行就会非常有效；如果不具备或不完整，比如说我们的发心不足，生活混乱，没有热忱，或者缺少正见，看问题很偏执，自以为是，二元对立，那禅修就会很辛苦。,"In the process of mindfulness meditation, we need to check Is we have all ten elements. If we have it, the practice of mindfulness will be very effective; if we do not have it or it is incomplete, for example, our motivation is insufficient, our life is chaotic, we have no enthusiasm, or we lack correct views, we are paranoid, self-righteous, and dualistic in looking at problems, then meditation will be very difficult."
|
||||
,自检，要真诚、认真、老实,"Self-examination, be sincere, serious and honest"
|
||||
,在修行过程中，不仅要找到正确方法，还要时时检查。我们的正念禅修十要素自检表，正念组前后做了十几版，我也一遍遍地和他们讨论、修改，花了很多工夫。对照这个表格，我们会清楚地看到，自己在正念修行上存在什么不足，努力的方向在哪里，把抽象的修行变得非常具体。当我们修行不得力时，只要逐一检查，就能作出准确诊断，而不是推给一个万能的理由，比如业障深重之类。所以大家要重视并用好自检表，为修行保驾护航。,"In the process of practice, you must not only find the correct method, but also check it from time to time. Our mindfulness group made more than ten versions of our Ten Elements of Mindfulness Meditation self-examination list. I discussed and revised it over and over with them, which took a lot of time. By comparing this table, we will clearly see what shortcomings we have in mindfulness practice and where we should strive to make abstract practice very concrete. When we are unable to practice effectively, we can make an accurate diagnosis by simply checking one by one, instead of assigning a universal reason, such as deep karma. Therefore, everyone should pay attention to and use the self-check list to protect your practice."
|
||||
,我们构建的正念修行，不是单纯的技术，而是为了导向觉醒。所以大家自检时，必须本着真诚、认真、老实的态度，而不是流于形式，更不能自我美化。听说有些人自检达到200 多分，把自己检得无比美好，却不符合实际情况。对修行来说，这个问题极其严重，属于未证言证，是大妄语。,"The mindfulness practice we construct is not simply a technique, but is designed to lead to awakening. Therefore, when everyone self-examines, they must be sincere, serious, and honest, rather than just a formality, let alone self-beautification. I heard that some people have scored more than 200 points in self-examination, and they think they are extremely beautiful, but it is not in line with the actual situation. For spiritual practice, this problem is extremely serious. It is an untested testimony and a big lie."
|
||||
,自检须知,Self-examination instructions
|
||||
,这个自检表帮助我们检测在初级正念禅修中对十要素的认识和实践情况。,This self-check sheet helps us test our understanding and practice of the ten elements in primary mindfulness meditation.
|
||||
,请您把自检当作一次了解自己和学习成长的机会，以真诚、认真、老实的态度，,"Please regard self-examination as an opportunity to understand yourself and learn and grow. With a sincere, serious and honest attitude,"
|
||||
,三个月,Three months
|
||||
,的真实情况，如实作答。,"The real situation, answer truthfully"
|
||||
,请不必在一道题上停留思考太久，按照自己的第一反应选择即可。,"Please don't stay and think about a question for too long, just choose according to your first reaction."
|
||||
,选项说明：,Option description:
|
||||
,偶尔：最近三个月约25%的时间/程度,Occasionally: About 25% of the time/extent in the past three months
|
||||
,有时：最近三个月约50%的时间/程度,Sometimes: About 50% of the time/extent in the past three months
|
||||
,经常：最近三个月约75%的时间/程度,Often: About 75% of the time/extent in the past three months
|
||||
专项问卷页,继 续,Continue
|
||||
,开始诊断,Start diagnosis
|
||||
,基础信息,Basic information
|
||||
,请输入您的,Please enter your
|
||||
,菩提导航,Bodhi Navigation
|
||||
,或,Or
|
||||
,生命海洋,Ocean of life
|
||||
,登录手机号（不需要国家区域码）,Login mobile phone number (no country code required)
|
||||
,请输入您的,Please enter your
|
||||
,元日记,Yuan Diary
|
||||
,登录手机号（不需要国家区域码）,Login mobile phone number (no country code required)
|
||||
,您当前的身份是？,What is your current status?
|
||||
,学士,Bachelor
|
||||
,修士,Monk
|
||||
,胜士,Victory
|
||||
,智士,Wise men
|
||||
,最近三个月，您平均每日自修时间有多少小时？,"In the past three months, how many hours did you spend on self-study every day on average?"
|
||||
,小时,Hour
|
||||
,您开始比较规律地练习正念有多少年？,How many years have it been since you started practicing mindfulness on a more regular basis?
|
||||
,年 ,Year
|
||||
,最近三个月，您平均每日练习正念多少分钟？,"On average, how many minutes a day have you practiced mindfulness in the past three months?"
|
||||
,分钟,Minute
|
||||
,返 回,Return
|
||||
,定课,Daily Practice
|
||||
,八三禅修,Eight-Step Threefold Meditation
|
||||
,正念禅修,Mindfulness meditation
|
||||
,利他禅修,Altruistic meditation
|
||||
,菩提导航,Bodhi Navigation
|
||||
,每日自修不能大于24小时,Daily self-study cannot exceed 24 hours
|
||||
,每日练习正念不能大于1440分钟,Daily mindfulness practice should not exceed 1440 minutes
|
||||
,请填写完整后继续,Please fill it out completely to continue
|
||||
,请填写完整后继续,Please fill it out completely to continue
|
||||
,请完成作答后继续,Please complete your answer before continuing
|
||||
,的第,Of the
|
||||
,题未作答,Question not answered
|
||||
,提交中,Submitting
|
||||
问卷页,诊断,Diagnosis
|
||||
,请聆听音频，结束后作出评价：,Please listen to the audio and comment after it ends:
|
||||
,请完成表格中的问题，结束后作出评价：,Please complete the questions in the form and leave your comments after finishing:
|
||||
,选择题（单选）,Multiple choice questions (single choice)
|
||||
,选择题（多选）,Multiple choice questions (multiple choice)
|
||||
,判断题,True or false question
|
||||
,填空题,Fill in the blanks
|
||||
,请输入,Please enter
|
||||
,提交,Submit
|
||||
,退出诊断,Exit diagnostics
|
||||
,定课,Daily Practice
|
||||
,八三禅修,Eight-Step Threefold Meditation
|
||||
,正念禅修,Mindfulness meditation
|
||||
,利他禅修,Altruistic meditation
|
||||
,菩提导航,Bodhi Navigation
|
||||
,答题结果上传中,Answer results are being uploaded
|
||||
,第,No
|
||||
,题尚未作答,Question not answered yet
|
||||
,第,No
|
||||
,题尚未作答,Question not answered yet
|
||||
,第,No
|
||||
,题尚未作答,Question not answered yet
|
||||
,第,No
|
||||
,题尚未作答完成,The question has not been answered yet
|
||||
,提交失败,Submission failed
|
||||
,提示,Tip
|
||||
,未找到数据,No data found
|
||||
,媒体数据加载失败,Media data loading failed
|
||||
登录页,称呼,Call
|
||||
,请输入您的昵称,Please enter your nickname
|
||||
,学习进度,Learning progress
|
||||
,请选择课程,Please select a course
|
||||
,进入,Enter
|
||||
,为了更好的体验，推荐使用以下浏览器：,"For a better experience, it is recommended to use the following browsers:"
|
||||
,Chrome浏览器 点击下载,Chrome browser click to download
|
||||
,知道了,Got it
|
||||
,请填写称呼,Please fill in your title
|
||||
,请选择学习进度,Please select your learning progress
|
||||
媒体播放页,您当前的浏览器，不支持视频播放，请,"Your current browser does not support video playback, please"
|
||||
,下载并使用chrome浏览器,Download and use chrome browser
|
||||
,播放。,Play
|
||||
,下载,Download
|
||||
,已暂停,Suspended
|
||||
,正在播放,Now playing
|
||||
,加载中,Loading
|
||||
,当前播放,Currently playing
|
||||
,已暂停,Suspended
|
||||
,第二步,Step 2
|
||||
,点击视频中间的播放按钮观看视频,Click the play button in the middle of the video to watch the video
|
||||
,第一步,First step
|
||||
,选择要观看的视频,Choose a video to watch
|
||||
,播放器载入了,Player loaded
|
||||
,播放器状态变化,Player status changes
|
||||
,加载中，请稍后,"Loading, please wait"
|
||||
,请等待下载完成,Please wait for the download to complete
|
||||
,未找到媒体数据,Media data not found
|
||||
,加载中，请稍后,"Loading, please wait"
|
||||
,出错,Error
|
||||
,播放地址无效！,The playback address is invalid!
|
||||
,视频,Video
|
||||
,音频,Audio
|
||||
,以上的剩余空间以获得更好的播放效果。,The remaining space above for better playback effect.
|
||||
,网络异常，请确保网络正常后重新加载。,"Network abnormality, please make sure the network is normal and then reload."
|
||||
,重新加载,Reload
|
||||
,请求处理异常，请确保网络正常后重新加载。,"Request processing exception, please make sure the network is normal and reload."
|
||||
,加载中，请稍后,"Loading, please wait"
|
||||
,媒体数据加载失败,Media data loading failed
|
||||
检测结果页-单统计图版,诊断,Diagnosis
|
||||
,保存报告,Save report
|
||||
,重新检测,Retest
|
||||
,测评总得分,Total assessment score
|
||||
,合格,Qualified
|
||||
,不合格,Unqualified
|
||||
,您的得分,Your score
|
||||
,总分｜,Total score｜
|
||||
,合格｜,Qualified｜
|
||||
,分,Point
|
||||
,各维度得分,Score for each dimension
|
||||
,标准分,Standard score
|
||||
,我的得分,My score
|
||||
,分析与建议,Analysis and suggestions
|
||||
,得分,Score
|
||||
,保存报告,Save report
|
||||
,诊断结果,Diagnosis results
|
||||
,观看视频,Watch video
|
||||
,阅读文章,Read article
|
||||
,收听音频,Listen to audio
|
||||
,合格线,Qualified line
|
||||
,我的成绩,My results
|
||||
,请根据您的检测结果，通过以下内容赋能 / 强化 ：,Please empower/strengthen with the following content based on your test results:
|
||||
,提示,Tip
|
||||
,未找到检测数据,No check data found
|
||||
,正在保存中，请稍等,"Saving, please wait"
|
||||
,接口请求出错-获取上传地址失败,Interface request error - Failed to obtain upload address
|
||||
,长按此处保存报告,Long press here to save report
|
||||
,接口请求出错-上传失败,Interface request error - upload failed
|
||||
,图片处理出错,Image processing error
|
||||
检测结果页,说明,Illustrate
|
||||
,在这个自检表中，以下几条项目是必须具备的正确认知。,"In this self-check list, the following items are necessary correct understandings."
|
||||
,【发心】“我为什么要修正念？”,"[Motivation] ""Why should I practice righteous thoughts?"""
|
||||
,为现实利益（增上善心）,For real benefits (to increase kindness)
|
||||
,为觉醒解脱（出离心）,Liberation for awakening (renunciation)
|
||||
,为带领众生觉醒（菩提心）,To lead all sentient beings to awaken (Bodhicitta)
|
||||
,【调身】当我禅坐时发现自己弯腰弓背，要如何带着觉知调整，让脊柱回到中正？(多选),"[Body Adjustment] When I find myself hunched over while meditating, how can I adjust with awareness to bring my spine back to the center? (Multiple choice)"
|
||||
,抬头挺胸，腰部用力,"Keep your head up, your chest up, and your waist strong"
|
||||
,加个坐垫，让双腿和臀部形成稳定的三角形,Add a cushion so that your legs and hips form a stable triangle
|
||||
,调整骨盆到中立位，不前倾不后仰,"Adjust the pelvis to a neutral position, neither leaning forward nor backward"
|
||||
,坐骨扎根，让脊柱自然向上延展,The sitting bones are rooted to allow the spine to naturally extend upward
|
||||
,头正颈立，下颌微收，尽可能让耳朵在肩膀的正上方,"Keep your head straight and neck upright, chin slightly retracted, and keep your ears directly above your shoulders as much as possible"
|
||||
,【调身】当我发现自己盘腿有困难，可以在哪些因缘上努力？,"【Body Adjustment】When I find that I have difficulty crossing my legs, what causes and conditions can I work on?"
|
||||
,靠毅力硬盘，压石头、压大米,"Rely on perseverance to hard drive, crush stones and rice"
|
||||
,忍一忍，痛到极致就不痛了,"Just bear with it, it won't hurt anymore when it hurts to the extreme"
|
||||
,垫高臀部，让臀部和双腿形成稳定的三角形,Elevate your hips so that your hips and legs form a stable triangle
|
||||
,练习正念盘坐八式，活化髋关节、拉伸脚踝、脚背、膝关节、大腿，让盘坐更容易,"Practice the eight postures of sitting cross-legged with mindfulness to activate hip joints, stretch ankles, insteps, knee joints, and thighs, making sitting cross-legged easier"
|
||||
,痛感太强时，带着觉知稍微转换一下姿势，如单盘、散盘,"When the pain is too strong, change your posture slightly with awareness, such as single lotus or loose lotus."
|
||||
,如果实在盘不了腿，就坐椅子，保持脊柱中正,"If you really can’t cross your legs, sit on a chair and keep your spine aligned."
|
||||
,【所缘】我认为在初级禅修阶段选择一个所缘来作为训练专注力的助缘，让心不要乱跑，是非常必要的,"[Object] I think it is very necessary to choose an object in the initial stage of meditation as an aid to train concentration, so that the mind does not wander around."
|
||||
,认同,Agree
|
||||
,【所缘】在初级禅修中，我要选择一个什么样的所缘？（多选）,【Object】What kind of object should I choose in primary meditation practice? (Multiple choice)
|
||||
,没有副作用,No side effects
|
||||
,不容易产生强烈贪嗔,Not prone to strong greed and anger
|
||||
,容易让自己的心安住的,It’s easy to let your heart rest
|
||||
,【作意】我认为在初级禅修阶段，善用作意来摆脱散乱昏沉，让心专注，是非常必要的,[Intention] I think it is very necessary to make good use of intention to get rid of distractions and let the mind focus in the early stage of meditation.
|
||||
,认同,Agree
|
||||
,【正见】在正念禅修以外，我也非常重视善用理性，通过闻思获得正见，指导现实人生,"[Right View] In addition to mindfulness meditation, I also attach great importance to making good use of reason, obtaining right views through listening and thinking, and guiding real life."
|
||||
,重视,Pay attention to
|
||||
,其余项目是对实践程度的检测，请对照自己的分数和合格分，若您某一项的得分低于合格分，可以进行针对性的学习和训练。,"The remaining items are tests of practical level. Please compare your score with the passing score. If your score in a certain item is lower than the passing score, you can carry out targeted learning and training."
|
||||
|
File diff suppressed because it is too large
Load Diff
@@ -0,0 +1 @@
|
||||
02-感恩实践课（260423）.pdf
|
||||
@@ -0,0 +1,312 @@
|
||||
# Page 1
|
||||
|
||||
Unlocking Spiritual Abundance
|
||||
|
||||
— Foundational Practices of Altruistic Psychology: Gratitude —
|
||||
|
||||
# Page 2
|
||||
|
||||
Understanding Gratitude (30 minutes)
|
||||
|
||||
Beneficial Thinking (30 minutes)
|
||||
|
||||
Practicing Gratitude — Gratitude Journal (15 minutes)
|
||||
The Web of Interdependent Origination (40 minutes)
|
||||
|
||||
Summary & Practice Plan (10 minutes)
|
||||
|
||||
# Page 3
|
||||
|
||||
PART 01
|
||||
|
||||
Understanding Gratitude
|
||||
|
||||
# Page 4
|
||||
|
||||
Understanding Gratitude
|
||||
|
||||
Definition:
|
||||
Be grateful for all that you have,
|
||||
and appreciate everyone who has contributed.
|
||||
|
||||
The gratitude in Buddhism is not limited to a specific person or thing. Buddhism holds that all beings are interdependent — no one can survive without family, society, the broader community and nature. Therefore, we should face everything with a heart of gratitude.
|
||||
|
||||
# Page 5
|
||||
|
||||
In-Class Exercise: Self-Reflection (10 min)
|
||||
|
||||
Observe your behaviors and inner states in various life situations — with gratitude and without. Fill in the table below, and estimate the proportion of time gratitude is "online" vs. "offline" in each situation.
|
||||
|
||||
| Scenario | State Without Gratitude | % | State With Gratitude | % |
|
||||
| Ex: Group practice | Dissatisfied with certain classmates, complaining, thinking "they don't self-study, their sharing goes way off topic, wasting my time!" | 30% | Grateful for all classmates; without them, I'd have no partners to learn with | 70% |
|
||||
| Ex: Eating | Picky, finding the food not to my taste, the server gave too little, the line is too long... | 40% | Thinking of all the labor that went into this meal, truly savoring the nourishment, feeling deeply content and energized | 60% |
|
||||
| With family | | | | |
|
||||
|
||||
# Page 6
|
||||
|
||||
Group Discussion & Sharing (15 min)
|
||||
|
||||
In various life situations, how often is my gratitude "online"?
|
||||
|
||||
When I feel grateful for the people, events, and things around me, what is my mental experience? What is my physical experience?
|
||||
|
||||
# Page 7
|
||||
{% 利益思维 = benefit-oriented thinking / thinking in terms of practical benefits %}
|
||||
|
||||
PART 02
|
||||
|
||||
Beneficial Thinking
|
||||
|
||||
# Page 8
|
||||
{% 最佳收益 lit. "optimal benefit/return" — rendered as "Maximum Enjoyment" for natural English flow %}
|
||||
|
||||
Why Practice Gratitude (Beneficial Thinking)
|
||||
|
||||
According to leading gratitude researcher Robert Emmons (Emmons & Mishra, 2012), practicing gratitude brings eight distinct benefits:
|
||||
|
||||
Maximum Enjoyment: Gratitude allows us to derive the greatest satisfaction from positive experiences.
|
||||
|
||||
Self-Worth and Self-Esteem: Gratitude enhances our self-worth and self-esteem, making us more confident and effective. It helps avoid self-pity — a tendency to feel like a victim.
|
||||
|
||||
Coping with Stress: Gratitude helps us cope with stress and adversity. After the initial shock, gratitude helps us assess what matters most in life.
|
||||
|
||||
Helping Others: Grateful people are more likely to help others. They become more aware of acts of kindness and care, and feel compelled to reciprocate. They are less likely to be materialistic and more likely to cherish what they have.
|
||||
|
||||
# Page 9
|
||||
|
||||
Better Relationships: Gratitude strengthens our relationships. When we truly recognize the value of friends and family, we tend to treat them better. When we are kind to them, they are kind to us in return.
|
||||
|
||||
Fewer Negative Comparisons: Expressing gratitude reduces the likelihood of comparing ourselves to others. We become grateful and content with what we have (friends, family, home, health), and are less likely to feel upset about what we lack.
|
||||
|
||||
Fewer Negative Emotions: When we express gratitude, we tend to experience fewer negative emotions. For instance, when we are grateful, we are less likely to feel guilt, greed, or anger.
|
||||
|
||||
Slower Adaptation: How long does the joy of a new possession last? Initially, we feel happy, but that happiness doesn't last long. By appreciating the meaning and value of things and experiences, we can slow this adaptation and extend the experience of joy.
|
||||
|
||||
# Page 10
|
||||
|
||||
Modern empirical psychology research has found that sustained, long-term gratitude practice can:
|
||||
|
||||
Significantly reduce anxiety and depression levels, and increase well-being.
|
||||
|
||||
Enhance physical health and immune function; reduce inflammation; improve heart health.
|
||||
|
||||
Improve relationships: workplace collaboration efficiency increases by 55%; expressions of gratitude within families reduce conflict rates by 37%.
|
||||
|
||||
Achieve goals faster and better: students with high gratitude levels show a 42% increase in academic goal attainment; workplace innovation proposals increase by 55%.
|
||||
|
||||
Improve sleep quality: reduce time to fall asleep by 19 minutes; increase deep sleep duration by 17%.
|
||||
|
||||
# Page 11
|
||||
{% 调柔 = Buddhist term: a mind that is tamed, softened, pliable — rendered as "gentle, flexible" %}
|
||||
{% 福报 = blessings and merit accumulated through wholesome deeds %}
|
||||
|
||||
From the Buddhist perspective, a grateful heart brings these benefits:
|
||||
|
||||
Gratitude is the wellspring of blessings and good fortune.
|
||||
|
||||
It makes the mind gentle, flexible, and joyful.
|
||||
|
||||
It generates affinity — bringing joy to others, earning their acceptance, and building positive connections with all beings.
|
||||
|
||||
It contributes to social harmony.
|
||||
|
||||
It is the foundation of loving-kindness and compassion.
|
||||
|
||||
Group Discussion & Sharing (15 min)
|
||||
|
||||
Drawing from real life, share observed real-world examples for each benefit of gratitude.
|
||||
|
||||
Do I need to cultivate gratitude? Why?
|
||||
|
||||
# Page 12
|
||||
{% 算计你 = scheming against you / plotting against you — rendered colloquially as "out to get us" %}
|
||||
{% 助缘 = Buddhist term: auxiliary/supporting condition; a contributing factor, not the sole cause %}
|
||||
|
||||
Viewing All Beings With a Grateful Heart
|
||||
|
||||
Without gratitude, we often feel nothing toward others — or worse, we may develop opposition, feeling that the world is full of enemies out to get us. When we view people with this mindset, we find no joy in anyone, and no one finds joy in us.
|
||||
|
||||
If we realize that every day we are receiving the gifts of others — not only the care and love of parents, relatives, and friends, but also the services of people from all walks of life, and even the birds, fish, and insects that co-create the earth's ecosystem — we can view all beings with gratitude and find joy in everything we see. When we regard all beings with such a heart, we naturally develop affinity, bringing joy to others and earning their acceptance. This harmony and joy is a supporting condition for true happiness.
|
||||
|
||||
# Page 13
|
||||
|
||||
PART 03
|
||||
|
||||
Practicing Gratitude —
|
||||
Gratitude Journal & The Web of Interdependent Origination
|
||||
|
||||
# Page 14
|
||||
|
||||
1. Gratitude Journal
|
||||
|
||||
Notice and appreciate the small, beautiful moments in life.
|
||||
|
||||
# Page 15
|
||||
{% 纸笔 = pen and paper — "pen" omitted in translation; "on paper" covers both %}
|
||||
|
||||
In-Class Exercise: Gratitude Journal
|
||||
|
||||
Carefully observe the people, events, and things in your life worthy of gratitude. Write them down on your phone or on paper — the more, the better. Rate your "level of gratitude" for each item (1–5, with 5 being deeply grateful).
|
||||
|
||||
1. _____________________________
|
||||
2. _____________________________
|
||||
3. _____________________________
|
||||
······
|
||||
|
||||
After writing, review your list and experience the feeling of gratitude that arises in your heart. Rest in that feeling for 30 seconds.
|
||||
|
||||
Timed exercise: 3 minutes. How many can you write?
|
||||
|
||||
# Page 16
|
||||
|
||||
Group Discussion & Sharing (10 min)
|
||||
|
||||
Share your gratitude journal.
|
||||
|
||||
What feelings and insights arose during the exercise?
|
||||
|
||||
What is the effect of this simple practice? Should I continue doing it? Why?
|
||||
|
||||
# Page 17
|
||||
|
||||
Gratitude Requires Deliberate Practice
|
||||
|
||||
If we don't consciously pay attention to all that we have, we will unconsciously be drawn to negative things.
|
||||
|
||||
When we focus on the negative, negative things keep surfacing. More importantly, an excessive focus on negativity blocks out happiness.
|
||||
|
||||
Cultivate as much gratitude as you can — it will bring you the most beautiful experience of life and the most abundant existence.
|
||||
|
||||
# Page 18
|
||||
|
||||
2. The Web of Interdependent Origination
|
||||
|
||||
Every beautiful thing arises from conditions, never in isolation — brought into being by countless beings and interdependent causes.
|
||||
|
||||
# Page 19
|
||||
{% 有恩于你 = has shown you grace/kindness; 恩 (ēn) = grace, kindness received that calls for repayment %}
|
||||
|
||||
Everyone Has Been Kind to You — The Entire World Is Serving You
|
||||
|
||||
We do not live in isolation. We need parents to raise us, teachers to instruct us, and even as adults, we cannot live without the contributions of society. Otherwise, we would have to farm our own food, weave our own cloth, and manufacture everything we need. Just considering our daily necessities — clothing, food, shelter, and transportation — how much help and effort have we received from countless beings! Therefore, every being is a benefactor to us, someone we should repay with a grateful heart.
|
||||
|
||||
Modern people tend to emphasize the feeling of "self." But from the Buddhist perspective, this "self" is nothing more than a complete and thorough deception. Misled by this sense of self, people easily set themselves against the world, even viewing everyone as a potential enemy — leading to loneliness, self-isolation, and even psychological disorders like depression. If we shift our perspective and recognize that everyone has been kind to us, that the entire world is serving us, then we will never see anyone as a stranger.
|
||||
|
||||
Group Discussion & Sharing (10 min)
|
||||
|
||||
In daily life, whose contributions do I usually take for granted, rarely feeling grateful toward them?
|
||||
|
||||
In daily life, who do I regard as unrelated strangers? With what mindset and attitude do I encounter these "strangers"?
|
||||
|
||||
# Page 20
|
||||
{% 原子化 = sociological term: atomization — the breakdown of social bonds into isolated individuals %}
|
||||
|
||||
In-Class Exercise: The Web of Interdependent Origination (10 min)
|
||||
|
||||
Modern "atomized" living often creates an illusion of isolation. In reality, all life is deeply interconnected and mutually dependent.
|
||||
|
||||
Choose one thing you are grateful for and write it in the center of a sheet of paper.
|
||||
|
||||
List all the causes and conditions (people, events, things) that made this thing possible. Connect them with lines — use boxes for things and events, circles for people.
|
||||
|
||||
Each person or thing is itself dependently arisen, not independently existing. Continue listing the causes and conditions behind each of them, forming a "Web of Interdependent Origination."
|
||||
|
||||
Notes:
|
||||
Once familiar with this practice, any object — food, possessions, even a person or an event — can be examined deeply through the lens of dependent origination.
|
||||
|
||||
# Page 21
|
||||
|
||||
Interactive Exercise (10 min)
|
||||
|
||||
In pairs, exchange your "Web of Interdependent Origination" exercises and supplement each other's: What additional causes and conditions can I think of? (5 min)
|
||||
|
||||
Share your additions and insights with each other. (5 min)
|
||||
|
||||
# Page 22
|
||||
|
||||
Group Discussion & Sharing (10 min)
|
||||
|
||||
What thoughts and feelings arose during the exercise?
|
||||
|
||||
Share one chain of interdependent causes that particularly moved you.
|
||||
|
||||
What causes and conditions had I never thought to be grateful for?
|
||||
|
||||
# Page 23
|
||||
{% 上报四重恩 = repaying upward the four great kindnesses (parents, teachers, country, all beings) %}
|
||||
{% 慈悲心 = loving-kindness (慈) + compassion (悲), a core Buddhist paired virtue %}
|
||||
|
||||
See and Appreciate Everything You Have
|
||||
|
||||
Living in this world, we are both independent individuals and part of a greater whole — inseparable from the nourishment of all things and the protection of all beings. That we are here today is likewise the result of countless causes and conditions coming together. For all of this, we should feel heartfelt gratitude. In Buddhism, "repaying the four kinds of kindness" means remembering with gratitude the kindness of parents, teachers, country, and all beings, and resolving to repay them. When gratitude arises, the heart becomes joyful and tender, and we naturally think of doing something for society and for all beings. This is the foundation for growing loving-kindness and compassion.
|
||||
|
||||
# Page 24
|
||||
{% Original slide says "PART 06" — apparent typo; corrected to PART 04 to match the 01→02→03→04 sequence %}
|
||||
|
||||
PART 04
|
||||
|
||||
Summary & Practice Plan
|
||||
|
||||
# Page 25
|
||||
|
||||
Key Takeaways
|
||||
|
||||
What is the essence of a grateful heart?
|
||||
Be grateful for all that you have, and appreciate everyone who has contributed.
|
||||
|
||||
What are the benefits of practicing gratitude?
|
||||
Happiness, joy, blessings, harmony...
|
||||
|
||||
How to practice gratitude:
|
||||
[Gratitude Journal] — Actively notice the people, events, and things in life worthy of gratitude.
|
||||
[Web of Interdependent Origination] — Establish gratitude through the lens of dependent origination.
|
||||
|
||||
# Page 26
|
||||
|
||||
Purpose of the Exercises
|
||||
|
||||
Self-Reflection
|
||||
Build the habit of consciously facing people and situations with gratitude across different life scenarios.
|
||||
|
||||
Gratitude Journal
|
||||
Build the habit of noticing kindness and good things in life (even the smallest ones).
|
||||
|
||||
Web of Interdependent Origination
|
||||
Establish a universal sense of gratitude and broad interconnectedness — feel oneself living within a vast web of causes and conditions, weakening self-centeredness and the sense of isolation.
|
||||
|
||||
# Page 27
|
||||
{% 座上 = "on the cushion" — formal seated meditation practice; rendered as "Formal" %}
|
||||
{% 座下 = "off the cushion" — informal practice in daily life; rendered as "informal" %}
|
||||
|
||||
Practice Plan
|
||||
|
||||
| | Daily Formal Loving-Kindness Practice | Daily Gratitude Practice |
|
||||
| Week 1 | Loving-kindness toward oneself — 15 min | Gratitude Journal |
|
||||
| Week 2 | Loving-kindness toward oneself — 15 min | Web of Interdependent Origination |
|
||||
|
||||
1. Practice requirement: Formal + informal practice at least 5 days per week.
|
||||
2. Daily sharing: Share your daily practice and insights in the class group.
|
||||
3. After each weekly class session, 2–3 students share their practice reflections from the week.
|
||||
|
||||
# Page 28
|
||||
|
||||
Recite Together
|
||||
|
||||
A Prayer of Gratitude
|
||||
|
||||
# Page 29
|
||||
{% 三宝 = Three Jewels: Buddha (佛), Dharma (法), Sangha (僧) %}
|
||||
|
||||
A Prayer of Gratitude
|
||||
|
||||
Grateful for nature's gifts, grateful for our parents' nurturing,
|
||||
Grateful for our teachers' guidance, grateful for our country's nourishment,
|
||||
Grateful for the support of all beings, grateful for the Three Jewels' protection.
|
||||
|
||||
May we feel gratitude for all that we have,
|
||||
and may our gratitude inspire us to give with joy.
|
||||
May this gratitude bring comfort to all beings,
|
||||
awaken those sleeping hearts, and dissolve every barrier between self and other.
|
||||
May people open their hearts in gratitude and care for one another.
|
||||
May the world be filled with warmth through gratitude, and may peace reign everywhere.
|
||||
|
||||
@@ -0,0 +1,56 @@
|
||||
Finding 6 — Garbled/malformed item #1 (lines 68-69)
|
||||
Chinese:
|
||||
1) 最佳收益：感恩能让我们从积极的经历中更好的人际关系：感恩可以加强我们的人际关系
|
||||
English:
|
||||
Best Returns: Gratitude can lead us to stronger relationships by enhancing our interpersonal connections.
|
||||
Issue: Two items appear fused together. "最佳收益" (Best Returns / Optimal Benefits) is actually the heading of item #5 (line 83). The body text mixes truncated content about positive experiences with content about better relationships. The English only covers the "better relationships" portion. Needs untangling — what should item 1 actually be?
|
||||
|
||||
Finding 7 — Item 4 split awkwardly across lines (lines 77-81)
|
||||
Chinese split: line 77 "...我们可以放慢这种" + line 80 "适应的速度..."
|
||||
English split: line 78 "...slow down this adaptation." + line 81 "speed of adaptation and prolong..."
|
||||
Issue: The English reads as a stutter: "slow down this adaptation. speed of adaptation..." Likely a line-wrapping artifact from the source document. Minor but noticeable.
|
||||
|
||||
Finding 8 — Item 5 is bare-bones (lines 83-84)
|
||||
Chinese: 5) 获得最佳收益。
|
||||
English: 5) Achieving Optimal Benefits.
|
||||
Issue: Every other item has 2-3 sentences of explanation. This one is only a heading with no body. Either content is missing from the source or was never written. Flag for review.
|
||||
|
||||
Finding 9 — "使人内心调柔" mistranslated (line 102)
|
||||
Chinese: 2) 使人内心调柔 、欢喜
|
||||
English: Making Others' Hearts Softer and Happier
|
||||
Issue: "使人" means "makes one" (the practitioner themselves), NOT "makes others." The English inserts "Others'" which changes the beneficiary from self to other. Should be: "Softens and Brings Joy to One's Own Heart" or "Making the Heart Gentle and Joyful."
|
||||
|
||||
Finding 10 — "Practicum" is an odd word choice (line 213)
|
||||
Chinese: 我的练习 1:
|
||||
English: My Practicum 1:
|
||||
Issue: "Practicum" is an academic term for supervised practical training. In a Buddhist study context, "My Practice 1" or "My Exercise 1" fits better. Line 216 correctly uses "My Practice 2" — inconsistent even within the same document.
|
||||
|
||||
Finding 11 — Inconsistent section numbering in 小组交流流程 (lines 221-255)
|
||||
Chinese uses 一、二、三、四、五 consistently. English is chaotic:
|
||||
一 → Preparatory Practice (no number)
|
||||
二 → Part Two: Attentively... (spelled-out ordinal)
|
||||
三 → Third, based on... (bare ordinal)
|
||||
四 → Part Four: Group Recitation... (spelled-out ordinal)
|
||||
五 → V. Dedication (Roman numeral)
|
||||
Issue: Four different numbering styles in five items. Pick one and normalize.
|
||||
|
||||
Finding 12 — "慈经" translated oddly (line 225)
|
||||
Chinese: 恭听《慈经》
|
||||
English: Attentively Listening to the Mettavihari Sutta
|
||||
Issue: 《慈经》 is the Karaniya Metta Sutta, commonly "Metta Sutta." "Mettavihari" is non-standard — it mixes Pali "metta" with "vihari" (one who dwells). Use "Metta Sutta" or "Karaniya Metta Sutta."
|
||||
|
||||
Finding 13 — Gratitude prayer: inconsistent grammatical person (lines 233-252)
|
||||
Chinese is consistently declarative/optative throughout (感恩... 愿...). English bounces:
|
||||
"we should be grateful" (1st plural, "should")
|
||||
"I am grateful" (1st singular, present — sudden "I")
|
||||
"be grateful" (bare imperative, lowercase start)
|
||||
"May we" (1st plural optative)
|
||||
"we hope that" (1st plural, changes 愿 from optative to "hope")
|
||||
"May people" (3rd person)
|
||||
"May the world" (3rd person)
|
||||
Issue: Pick one voice. The Chinese 愿... is optative throughout — "May we..." would match best.
|
||||
|
||||
Finding 14 — "回向" numbering outlier (line 255)
|
||||
Chinese: 五 、 回向
|
||||
English: V. Dedication
|
||||
Issue: All other sections use spelled-out words ("Part Two", "Third", "Part Four") — this one suddenly switches to Roman numeral "V." Normalize to match the chosen style.
|
||||
@@ -0,0 +1,288 @@
|
||||
感恩实践课学习材料
|
||||
Study Materials for the Gratitude Practice Course
|
||||
|
||||
【使用说明】
|
||||
【Instructions】
|
||||
|
||||
本材料共分为三个部分： 【法义】 、【思考】 、【练习】
|
||||
This material is divided into three parts: [Understanding], [Contemplation], and [Practice].
|
||||
|
||||
自修方式：
|
||||
Self-cultivation methods:
|
||||
|
||||
1）【法义】： 阅读法义内容， 列提纲
|
||||
1) [Understanding]: Reading and Outlining
|
||||
|
||||
2）【思考】： 根据思考问题逐题写下自己的心得；
|
||||
2) [Contemplation]: Write down your insights for each question given.
|
||||
|
||||
3）【练习】：在小组交流前完成以下练习：感恩日记 2 篇 、因缘之网2 篇。
|
||||
3) Practice: Before group discussions, complete the following exercises: write two gratitude journal entries and two web of causality essays.
|
||||
|
||||
组修方式：根据【思考】部分的题目逐题讨论交流（组修流程在材料最后）。
|
||||
Group Practice Method: Discuss and exchange ideas topic by topic based on the questions in the “Contemplation” section (see the group practice procedure at the end of the document).
|
||||
|
||||
班修方式： 辅导员根据 PPT 组织交流分享。
|
||||
Class Practice Method: Advisors organize discussion and idea sharing based on the PowerPoint presentation.
|
||||
|
||||
后续训练方式： 本课交流完后， 全体学员根据“后续练习计划 ”练习， 交流分享。
|
||||
Follow-up Practice: After this session, all participants will practice according to the "Follow-up Practice Plan" and share their experiences.
|
||||
|
||||
【法义】
|
||||
[Understanding]
|
||||
|
||||
一 、认识感恩
|
||||
Chapter 1: Understanding Gratitude
|
||||
|
||||
定义： 对拥有的一切心怀感恩， 感激所有付出的人。
|
||||
Definition: Being grateful for everything one owns and appreciating all those who have contributed.
|
||||
|
||||
佛教所说的感恩，不仅仅局限于某个具体的人或事。佛教认为，一切众生是相互依赖的，每个人的生存都离不开家庭、社会、大众 、 自然，所以要心怀感恩地面对一切。
|
||||
In Buddhism, gratitude is not confined to specific individuals or events. The Buddha Dharma teaches that all sentient beings are interdependent and that our existence relies on family, society, the public, and nature. Thus, we should be grateful for everything.
|
||||
|
||||
——节选自《访谈： 中国文化中的感恩精神》
|
||||
— Excerpt from Interview: The Spirit of Gratitude in Chinese Culture
|
||||
|
||||
如果没有感恩心，看别人往往没感觉，甚至会心生对立，觉得世上都是敌人，都在算计你。当你带着这样的心态看人，看到谁都不欢喜，别人看到你也不欢喜。如果我们认识到， 自己每天在享受他人的给予，不仅是父母、亲戚、朋友的帮助
|
||||
Without gratitude, we often overlook others, even feeling oppositional, convinced that the world is filled with enemies plotting against us. This mindset makes us dissatisfied with everyone we encounter, and in turn, others are put off by us. Recognizing that we benefit daily from the generosity of not only parents, relatives, and friends
|
||||
|
||||
关爱，还有社会各行各业的人提供服务，乃至飞鸟鱼虫，都在为地球共建生态环境，就能带着感恩心看待众生，看到一切都心生欢喜。当我们以这样的心看待众生， 就会产生亲和力， 让众生欢喜， 被众生接纳 。这种和乐就是幸福的助缘。
|
||||
Furthermore, we should appreciate the services provided by people from all walks of life, and even the birds, fish, insects, and worms, all contributing to a balanced ecosystem on Earth. This gratitude fosters joy in observing all beings. Adopting such a mindset towards the world cultivates an affinity towards others, spreading joy and fostering acceptance from those around us. Such harmony, undoubtedly, enhances our overall happiness.
|
||||
|
||||
——节选自《企业与人生》
|
||||
— Excerpt from Enterprises and Life
|
||||
|
||||
恩田，就是对有恩于你的人， 比如父母长辈、兄弟姐妹、亲戚朋友，包括一切众生，乃至山河大地，都怀着感恩心去回报。因为我们的生活离不开他人帮助，也离不开日月天地，山川草木。正是因为这一切的存在，我们才能自在无忧地生活 。所以， 我们要以感恩心面对这一切， 尽己所能地回馈他人， 包括关爱社会，保护环境。当我们心怀感恩时，看到一切都会非常欢喜。感恩不仅是福报的源泉，本身就是一种健康、正向、让人快乐的心理。在回馈的同时， 自己当下就能受益。相反，如果不知感恩，总是带着负面心理看问题，觉得谁都欠了你，结果只能让自己痛苦。
|
||||
Gratitude entails acknowledging and reciprocating kindness to those who have supported us, such as parents, elders, siblings, relatives, friends, all living beings, and even nature. Our daily existence relies on the assistance of others and the natural world. Our ability to live freely and comfortably stems from these elements, making it essential to express gratitude and give back, including caring for society and the environment. Embracing gratitude fosters joy in acknowledging the goodness around us. It is not only a source of blessings but also a positive, healthy, and uplifting mindset. Engaging in acts of giving can provide immediate satisfaction. Conversely, a lack of gratitude can lead to a negative outlook, feeling entitled to receive from others, which only fosters personal discontent.
|
||||
|
||||
——节选自《心灵创造幸福》
|
||||
— Excerpt from Creating Happiness through the Mind
|
||||
|
||||
二 、为什么要修感恩心？（利益思维）
|
||||
Part Two: Why Cultivate an Attitude of Gratitude? (benefit-oriented thinking)
|
||||
|
||||
感恩研究领域的领军人物罗伯特·埃蒙斯的观点（Robert Emmons&Mishra,2012）， 实践感恩可以带来 8 种不同的好处， 包括：
|
||||
According to Robert Emmons, a leading expert in the study of gratitude, practicing gratitude can yield 8 distinct benefits, including:
|
||||
|
||||
{% 以下这句中文就有问题 %}
|
||||
1) 最佳收益：感恩能让我们从积极的经历中更好的人际关系：感恩可以加强我们的人际关系 。当我们真正意识到朋友和家人的价值时，我们可能会更好地对待他们 。 当我们善待他们， 他们也善待我们。
|
||||
Best Returns: Gratitude can lead us to stronger relationships by enhancing our interpersonal connections. When we genuinely appreciate the value of our friends and family, we are likely to treat them better. As we show kindness, they reciprocate.
|
||||
|
||||
2) 更少的负面比较：表达感激会降低我们与他人比较的可能性。我们变得感恩，满足于我们所拥有的（朋友 、家人 、家庭、健康）， 并且不太可能为我们没有的东西感到难过。
|
||||
Fewer Comparisons: Expressing gratitude can diminish the tendency to compare ourselves with others. When we focus on being grateful for what we have—such as friends, family, a home, and good health—we are less likely to feel upset about what we don’t have.
|
||||
|
||||
3) 更少的负面情绪： 当我们表达感激之情时，我们的负面情绪可能会更少 。例如， 当我们心存感激时， 我们就不太可能感到内疚 、贪婪或愤怒。
|
||||
Fewer Negative Emotions: Expressing gratitude can lead to a decrease in negative emotions. For instance, gratitude makes us less likely to feel emotions like guilt, greed, or anger.
|
||||
|
||||
4) 慢适应：拥有新东西的快乐能持续多久？最初，我们感到快乐， 但这种快乐不会持续很长时间。通过欣赏事物和经历的意义和价值，我们可以放慢这种适应的速度， 让快乐的体验持续更长的时间。
|
||||
4) Slow Adaptation: How long can the joy of possessing new things last? Initially, we feel happy, but this happiness does not last long. By appreciating the meaning and value of things and experiences, we can slow down this adaptation and prolong the experience of happiness.
|
||||
|
||||
5) 获得最佳收益。
|
||||
5) Achieving Optimal Benefits.
|
||||
|
||||
6) 自我价值和自尊：感恩能提升我们的自我价值和自尊。使我们更加自信和高效 。避免自怜， 这是一种倾向于感觉受害的状态。
|
||||
Self-Value and Self-Esteem: Gratitude can enhance our self-value and self-esteem, making us more confident and efficient. Avoid self-pity, a tendency to feel victimized.
|
||||
|
||||
7) 应对压力： 感恩可以帮助我们应对压力和逆境。在最初的震惊之后，感恩可以帮助我们评估什么是生活中最重要的。
|
||||
Overcoming Challenges: Gratitude can help us deal with stress and adversity. After the initial shock, gratitude can help us assess what is most important in life.
|
||||
|
||||
8) 帮助他人：感恩的人更有可能帮助他人。他们变得更能意识到善良和关心的行为， 并感到有必要回报。他们不太可能是拜金者， 而更可能珍惜他们所拥有的。
|
||||
Helping Others: Grateful individuals are more inclined to assist others. They become more aware of acts of kindness and compassion and feel the need to reciprocate. Less likely to be materialistic, they are more likely to value what they have.
|
||||
|
||||
佛法认为 ，感恩心能给我们带来这些利益：
|
||||
The Buddha Dharma teaches that a heart of gratitude can yield the following benefits:
|
||||
|
||||
1) 感恩是福报的源泉
|
||||
Gratitude is the Source of Blessings
|
||||
|
||||
2) 使人内心调柔 、欢喜
|
||||
Making the Heart Gentle and Joyful
|
||||
|
||||
3) 产生亲和力， 让众生欢喜， 被众生接纳， 与众生建立善缘
|
||||
Cultivating Affinity: Making Sentient Beings Happy, Gaining Their Acceptance, and Establishing Good Relations
|
||||
|
||||
4) 有助于社会和谐
|
||||
4) Contribution to Social Harmony
|
||||
|
||||
5) 是爱心和慈悲心的基础
|
||||
The Foundation of Empathy and Compassion
|
||||
|
||||
三 、修习感恩
|
||||
Part Three: Cultivating Gratitude
|
||||
|
||||
我们不是孤立地生活在这个世界，需要父母养育，需要老师教导，长大成人后，依然离不开社会大众的给予。否则，我们就要自己种田， 自己织布， 自己制造生活所需。仅仅是每天的衣食住行，我们就得到了众生多少帮助，多少付出啊。所以说， 每个众生都是对我们有恩的人， 是需要我们用感恩心回报的。
|
||||
We do not live in isolation in this world. From our parents who nurture us to the teachers who guide us, and even as adults, we still rely on the contributions of society. Without them, we would have to grow our own food, weave our own clothes, and manufacture everything we need for survival. Just think about how much help we receive from countless sentient beings for our daily food, clothing, and shelter. Therefore, every sentient being is a benefactor to us, deserving of our gratitude.
|
||||
|
||||
现代人比较注重“ 自我 ”的感受，而从佛法来看，这个“ 自我 ”无非是一场彻头彻尾的超级骗局。在这种感受的误导下，人们很容易将自己和世界对立起来，甚至将每个人视为潜在的敌人，导致孤独 、自闭乃至抑郁等心理疾病。如果换个角度，想着每个人都有恩于你，整个世界都在为你服务，那么，看到任何人都不会觉得陌生。
|
||||
Today, people pay a lot of attention to their “self,” but Buddhism considers the “self” to be nothing more than a super-duper illusion. Under the misleading influence of this illusion, people are likely to set themselves against the world, even regarding everyone as potential foes. Such a mindset can lead to psychological issues like loneliness, social withdrawal, and even depression. But if we start thinking that everyone has been kind to us and that the entire world is at our service, we will never feel estranged from others.
|
||||
|
||||
【思考】
|
||||
【Contemplation】
|
||||
|
||||
根据相应法义内容， 思考并回答以下问题
|
||||
Based on the corresponding Dharma teachings, please consider and answer the following questions:
|
||||
|
||||
一 、认识感恩
|
||||
Chapter One: Understanding Gratitude
|
||||
|
||||
1. 感恩是一种怎样的心理? 佛法所说的感恩有什么特殊之处？
|
||||
First, what exactly is gratitude, and how does it differ from other emotions? More specifically, what distinguishes the Buddhist perspective on gratitude from secular views?
|
||||
|
||||
2. 如果没有感恩心会怎样?
|
||||
2. What Happens Without Gratitude?
|
||||
|
||||
3. 如何才能带着感恩心看待众生?
|
||||
3. How can we view all sentient beings with a sense of gratitude?
|
||||
|
||||
4. 在后面的【练习】部分，写感恩日记。小组交流时分享： 1）我的感恩日记内容； 2）这个简单的练习， 有什么作用？我需要持续做吗？为什么？
|
||||
4. In the following “Practice” section, write a gratitude journal. During group sharing, discuss: 1) the content of my gratitude journal; 2) What impact has this simple practice had? Do I need to continue doing it? Why?
|
||||
|
||||
二 、为什么要修感恩
|
||||
Part Two: Why Cultivate an Attitude of Gratitude?
|
||||
|
||||
1. 佛法认为， 感恩心能给我们带来哪些利益？对于佛法所说的这些感恩的利益， 逐一结合现实人生观察， 分享案例。
|
||||
First, the Dharma emphasizes the benefits of gratitude. We will explore how gratitude impacts our lives by sharing real-life examples.
|
||||
|
||||
2. 结合自己思考：我需要修习感恩心吗？为什么？ 写下我要修感恩心的理由。
|
||||
2. Reflect on Yourself: Do I need to cultivate a grateful heart? Why? Write down your reasons for wanting to develop gratitude.
|
||||
|
||||
三 、修习感恩
|
||||
Part Three: Cultivating Gratitude
|
||||
|
||||
1. 生活中， 我通常会把身边哪些人的付出当作是理所当然的， 很少对他们生起感恩之心？请列举。
|
||||
Who are the people in our lives whose contributions we often take for granted, and to whom we seldom feel gratitude? Please list them.
|
||||
|
||||
2. 生活中， 有哪些人我觉得是毫无关系的陌生人？我是以怎样的心态和表现面对这些“ 陌生人 ”的？
|
||||
Who are the people in my life that I perceive as complete strangers, and how do I mentally and physically interact with them?
|
||||
|
||||
3. 在后面的【练习】部分， 画因缘之网。小组交流时分享： 1）我画了哪几个因缘之网？2） 通过因缘之网的练习， 我有怎样的体会？
|
||||
In the Practice section later, draw the web of causes and conditions. During group discussions, share: 1) What webs of causes and conditions did I draw? 2) What have I experienced through the practice of the webs of causes and conditions?
|
||||
|
||||
4. 小组交流时， 组员们共同完成一个“ 因缘之网 ”的练习 。请以“我们此刻的相遇 ”为感恩的事件， 画出此事的“ 因缘之网 ”。分享： “我们此刻的相遇 ”由哪些因缘形成？ 哪些因缘特别触动我？通过这个练习， 我有何想法和感受？（请提前准备好笔和纸）
|
||||
During the group discussion, participants will collaboratively complete an exercise on the “Network of Causes and Conditions.” Please take “our encounter at this moment” as the event for which we are expressing gratitude and draw its “Network of Causes and Conditions.” Share the causes and conditions that led to “our encounter at this moment,” which ones particularly touched you, and your thoughts and feelings about this exercise. (Please prepare pen and paper in advance.)
|
||||
|
||||
【练习】
|
||||
【Practice】
|
||||
|
||||
练习 1： 感恩日记
|
||||
Exercise 1: Gratitude Journal
|
||||
|
||||
仔细观察生活中值得感恩的人、事、物，用手机或纸笔写下来，多多益善。并评估自己对每一项的“感恩程度 ”（1-5 分， 5 分代表非常感恩） 。写完后回顾一下， 体会内心生起的感恩之心， 安住于此 30 秒。
|
||||
Carefully observe and note the people, events, and things in your life that you appreciate, using your phone or pen and paper – the more, the merrier. Also, rate your “level of gratitude” for each item (on a scale of 1 to 5, with 5 being very grateful). After completing this list, reflect on it and allow a sense of gratitude to arise within for 30 seconds.
|
||||
|
||||
第1天
|
||||
The first day
|
||||
|
||||
感恩日记：
|
||||
Gratitude Journal:
|
||||
|
||||
今日感恩练习心得：
|
||||
Today’s Gratitude Practice Insights:
|
||||
|
||||
第2天
|
||||
The second day
|
||||
|
||||
感恩日记：
|
||||
Gratitude Journal:
|
||||
|
||||
今日感恩练习心得：
|
||||
Today's Gratitude Practice Insights:
|
||||
|
||||
练习 2： 因缘之网
|
||||
Exercise 2: The Web of Causes and Conditions
|
||||
|
||||
现代社会“原子化 ”的生活，常常让人们产生一种孤立的错觉。事实上，所有的生命都紧密相连 、相互依存。
|
||||
The “atomized” living in modern society often makes people feel isolated. In fact, all lives are closely connected and interdependent.
|
||||
|
||||
1) 请选择一个自己感恩的事物， 写在纸的中心。
|
||||
Choose an object of your gratitude and write it in the center of the paper.
|
||||
|
||||
2) 把成就这个事物的因缘（人 、事 、物）逐个列出来， 用线条连接， 方框表示事 、物， 圆圈表示人。
|
||||
List the causes and conditions (people, events, and things) that contribute to the achievement, using boxes for events and things and circles for people, and connecting them with lines.
|
||||
|
||||
3) 每个人或事又是缘起而非独存的，再把成就他们的因缘依次列出来，形成“因缘之网 ”。
|
||||
Furthermore, each person or object is also dependently originated rather than independently existing. By listing the causes and conditions that give rise to them, we can form a “web of causes and conditions.”
|
||||
|
||||
参考示例：
|
||||
Sample Reference:
|
||||
|
||||
我的练习 1:
|
||||
My Practice 1:
|
||||
|
||||
我的练习 2：
|
||||
My Practice 2:
|
||||
|
||||
小组交流流程：
|
||||
Group Discussion Process:
|
||||
|
||||
一 、前行： 三称本师圣号+大乘归敬颂
|
||||
Part One: Preparatory Practice: Three Invocations of the Buddha's Sacred Name + Dedication of Merit to the Mahayana Refugee Prayer
|
||||
|
||||
二 、恭听《慈经》
|
||||
Part Two: Attentively Listening to the Metta Sutra
|
||||
|
||||
三 、根据以上的思考和练习题交流 、分享。
|
||||
Part Three: Based on the reflections and practice questions, let's share and exchange ideas.
|
||||
|
||||
四 、一起诵读： 感恩祈愿文
|
||||
Part Four: Group Recitation of the Gratitude and Prayer Text
|
||||
|
||||
感恩自然的馈赠， 感恩父母的哺育，
|
||||
Grateful for the gifts of nature and the nurturing of our parents,
|
||||
|
||||
感恩师长的教诲， 感恩国土的滋养，
|
||||
grateful for the teachings of our teachers and the nurturing of our homeland,
|
||||
|
||||
感恩众生的成就， 感恩三宝的护佑。
|
||||
grateful for the support of all sentient beings and the protection of the Three Treasures.
|
||||
|
||||
愿我们对拥有的一切心怀感恩， 也愿我们因感恩而乐于付出，
|
||||
May we be grateful for all we have, and may this gratitude inspire us to give generously,
|
||||
|
||||
更愿这份感恩给众生带去慰藉， 唤醒那些尘封的心灵， 消融所有自他的隔阂，
|
||||
may this gratitude bring comfort to all sentient beings, awaken those souls that have been languishing in the dust of time, and dissolve all barriers between self and others,
|
||||
|
||||
愿人们在感恩中敞开心扉， 彼此关爱，
|
||||
may people open their hearts and care for each other with gratitude,
|
||||
|
||||
愿世界在感恩中充满温暖， 处处和平。
|
||||
May the world be filled with warmth and peace through gratitude.
|
||||
|
||||
五 、 回向
|
||||
Part Five: Dedication
|
||||
|
||||
后续练习计划：
|
||||
Follow-up Practice Plan:
|
||||
|
||||
每日座上慈心练习
|
||||
Daily Mettā Practice
|
||||
|
||||
每日感恩练习
|
||||
Daily Gratitude Practice
|
||||
|
||||
第一周
|
||||
The First Week
|
||||
|
||||
对自己修慈心-15 分钟
|
||||
Cultivating Mettā Towards Oneself – 15 Minutes
|
||||
|
||||
感恩日记
|
||||
Gratitude Journal
|
||||
|
||||
第二周
|
||||
Week Two
|
||||
|
||||
对自己修慈心-15 分钟
|
||||
Cultivating Mettā Towards Oneself - 15 Minutes
|
||||
|
||||
因缘之网
|
||||
The Web of Causes and Conditions
|
||||
|
||||
1 、练习要求： 座上+座下练习每周至少 5 天
|
||||
Practice Requirements: Engage in both seated and daily activities meditation for a minimum of 5 days each week.
|
||||
|
||||
2 、每日分享： 在班群分享自己每日的练习及心得
|
||||
Daily Sharing: Share your daily practices and insights in the group.
|
||||
|
||||
3 、每周班级交流后， 请 2-3 位同学分享本周练习心得
|
||||
After each weekly class, please have 2-3 students share their practice insights.
|
||||
@@ -0,0 +1,72 @@
|
||||
import sys, yaml
|
||||
from pptx import Presentation
|
||||
from pptx.util import Pt
|
||||
from pptx.enum.text import MSO_AUTO_SIZE
|
||||
|
||||
FONT_SCALE = 0.82 # shrink ~18%
|
||||
|
||||
yaml_path, src_path, out_path = sys.argv[1], sys.argv[2], sys.argv[3]
|
||||
|
||||
with open(yaml_path) as f:
|
||||
entries = yaml.safe_load(f)
|
||||
|
||||
index = {}
|
||||
for e in entries:
|
||||
index[(e["slide"], e["shape"], e["run"])] = e["en"]
|
||||
|
||||
|
||||
def shrink_font_tf(tf):
|
||||
"""Reduce font sizes in a text frame by FONT_SCALE, then auto-fit."""
|
||||
for para in tf.paragraphs:
|
||||
for run in para.runs:
|
||||
if run.font.size:
|
||||
run.font.size = Pt(int(run.font.size.pt * FONT_SCALE))
|
||||
try:
|
||||
tf.auto_size = MSO_AUTO_SIZE.TEXT_TO_FIT_SHAPE
|
||||
except Exception:
|
||||
pass
|
||||
|
||||
|
||||
prs = Presentation(src_path)
|
||||
|
||||
for slide_num, slide in enumerate(prs.slides, 1):
|
||||
for shape_idx, shape in enumerate(slide.shapes):
|
||||
if shape.has_text_frame:
|
||||
has_translation = False
|
||||
for para_idx, para in enumerate(shape.text_frame.paragraphs):
|
||||
key = (slide_num, shape_idx, para_idx)
|
||||
if key in index:
|
||||
has_translation = True
|
||||
en = index[key]
|
||||
for r in para.runs:
|
||||
r.text = ""
|
||||
if para.runs:
|
||||
para.runs[0].text = en
|
||||
else:
|
||||
para.add_run().text = en
|
||||
if has_translation:
|
||||
shrink_font_tf(shape.text_frame)
|
||||
|
||||
elif shape.has_table:
|
||||
num_rows = len(shape.table.rows)
|
||||
num_cols = len(shape.table.columns)
|
||||
for r in range(num_rows * num_cols):
|
||||
key = (slide_num, shape_idx, r)
|
||||
if key in index:
|
||||
row = r % num_rows
|
||||
col = r // num_rows
|
||||
shape.table.cell(row, col).text = index[key]
|
||||
# shrink table fonts
|
||||
for row in shape.table.rows:
|
||||
for cell in row.cells:
|
||||
shrink_font_tf(cell.text_frame)
|
||||
|
||||
# notes
|
||||
key = (slide_num, -1, 0)
|
||||
if key in index and slide.has_notes_slide:
|
||||
ns = slide.notes_slide
|
||||
ns.notes_text_frame.clear()
|
||||
ns.notes_text_frame.paragraphs[0].add_run().text = index[key]
|
||||
|
||||
prs.save(out_path)
|
||||
print(f"Saved {out_path}")
|
||||
File diff suppressed because it is too large
Load Diff
@@ -0,0 +1,297 @@
|
||||
# 用小读点亮心灯
|
||||
|
||||
——2019 年 12 月 28 日在拈花堂小读专场的开示
|
||||
|
||||
很高兴看到大家来参加小小读书会的交流。从刚才的分享中，看到这么多人在积极推动
|
||||
|
||||
小读并从中受益，非常随喜。
|
||||
|
||||
## 一、从文化的定位来读书
|
||||
|
||||
现在国家提出要全面复兴中华民族的优秀传统文化，这一政策振奋人心。作为中国人，
|
||||
|
||||
如何传承传播我们的传统文化？中国是四大文明古国之一，文化源远流长。从春秋到隋唐，
|
||||
|
||||
曾出现百家争鸣的开放，有唐朝一代的鼎盛。佛教传入中国后，更为中华文化带来了新的思
|
||||
|
||||
想高度。但随着国势的衰落，尤其是清末被西方列强侵犯后，国人对传统文化的信心备受打
|
||||
|
||||
击，转而崇尚西方文化。到今天，整个社会从生产生活到文化娱乐，都受到西方物质文明的
|
||||
|
||||
全面影响。这固然给我们的生活带来很大便利，但副作用也不容忽视。
|
||||
|
||||
在过去，我们觉得一切问题和痛苦都是贫穷造成的，似乎有钱就能解决一切。现在很多
|
||||
|
||||
人富起来了，幸福却没有随之而来。当物质日益丰富，整个社会也被物化，与此对应的，则
|
||||
|
||||
是生态环境的恶化，精神追求的缺失，以及烦恼的日益增多。为什么会这样？正是忽略了对
|
||||
|
||||
心的观照。事实上，心才是幸福的根本。而佛法是心性之学，可以引导我们了解心性，造就
|
||||
|
||||
良好的心态、人格、生命品质，最终明心见性，在当今时代具有不可替代的独特价值。
|
||||
|
||||
现在政府倡导“一带一路”的多边合作，这不仅是经济的交流，也是文化的融汇。在这个
|
||||
|
||||
大背景下，特别需要传承中华民族的优秀传统文化。作为今天的中国人，我们责无旁贷。说
|
||||
|
||||
到佛教，有宗教和文化两个定位。如果定位为宗教，只能在宗教场所开展活动；但作为文化
|
||||
|
||||
就不存在限制。习主席访问印度时曾说：“当年国学大师季羡林为什么学梵文？因为要钻研佛
|
||||
|
||||
经。为什么要钻研佛经？因为中国的国学已经渗透了佛经的精要之意。”可见，不了解佛教就
|
||||
|
||||
无法正确认识完整的中国文化，更谈不上传承。所以我们首先是要从文化的定位来读书。
|
||||
|
||||
读书不仅是传承文化，也在改造我们的生命产品。从某种意义上说，生命就是一个产品。
|
||||
|
||||
这个产品是怎么形成的？是否经过精心打造？
|
||||
|
||||
艺术家关心自己的作品，企业家关心生产的产品，其实这些都是身外之物，和我们关系
|
||||
|
||||
最为密切的，正是这个五蕴和合的生命产品。它所带来的身心感受，是我们片刻都无法逃避
|
||||
|
||||
的。如果这种感受是躁动、抑郁、不安、嗔恨，即使有再多享乐，哪里会有幸福可言？现代
|
||||
|
||||
人重视产品体验，为此精益求精，却不重视生命产品带来的体验，甚至想不到去改善它，这
|
||||
|
||||
是本末倒置的。因为产品不好还可以丢弃或退货，而当生命产品出现问题时，无法丢弃，无
|
||||
|
||||
法退货，哪怕今生结束了，这些问题还会继续带到来生，影响未来生命。
|
||||
|
||||
摆在我们面前的现实是，心理疾病的发病率正逐年增长。有专家认为，二十一世纪将是
|
||||
|
||||
心理疾病的世纪。可能有人觉得自己心态不错，和这些问题无关。即使真的不错，也要看到，
|
||||
|
||||
在今天这个唇齿相依的社会，已经没有人可以独善其身了。古代交通不便，即使在社会动荡
|
||||
|
||||
的乱世，人们也可以偏安一隅。但随着交通和资讯的发达，人类有了前所未有的密切交流，
|
||||
|
||||
真正成为牵一发而动全身的命运共同体。只要有人心智不正常，地球就不得安宁。所以仅仅
|
||||
|
||||
让自己身心健康是不够的，还要关心社会大众。只有更多的人身心健康，富有爱心，我们才
|
||||
|
||||
有安全的保障。我想，世界任何人都希望有一个美好的自己。我们如何能够造就美好的自己、
|
||||
|
||||
如何防病、治病、造就健康身心？离不开智慧文化。可以说，人就是文化的产品。而智慧文
|
||||
|
||||
化是人类的共同遗产，不分国籍人人都需要。因此，传承和传播这种文化，在当今社会尤其
|
||||
|
||||
重要；对人类来说，它是具有永恒的意义。
|
||||
|
||||
读书是文化传承和传播的经典方式。从读书方式来讲，小读的方式简单易行。当然不只
|
||||
|
||||
是说读书的方式，读什么书更重要。因为我们接受什么样的文化，就会造就什么样的观念，
|
||||
|
||||
造就什么样的心态， 造就什么样的人格。接受觉醒的文化，将会引领着我们从迷惑的生命，
|
||||
|
||||
走向觉醒的生命。
|
||||
|
||||
## 二、传播效果在于模式
|
||||
|
||||
有了传承文化的认识，还要建立有效的落实模式。关于这个问题，西方有很多成功经验。
|
||||
|
||||
麦当劳能把汉堡、薯条卖遍世界，关键就在于经营模式。有模式，才能快速复制，保质保量。
|
||||
|
||||
而以往对文化的传承往往像开小店那样，效果如何，主要取决于做的人，这就很难复制并发
|
||||
|
||||
展。
|
||||
|
||||
三级修学正是针对这个问题，为学习和传承智慧文化提供一套大众化、标准化的模式。
|
||||
|
||||
在此基础上，我们还进一步完善了修学、慈善等具体模式。在现有的传灯项目中，小小读书
|
||||
|
||||
会是简单、易行且高效的方式，值得推广。
|
||||
|
||||
怎么才能从读书中真正受益？闻、思、修是学佛常道，又称三无漏学，八步三禅即依此
|
||||
|
||||
演绎而来。闻是听闻，我们在读书时，既是读给别人听，也是读给自己听。然后需要通过思
|
||||
|
||||
考，把法义变成自己的观念和心态。当观念和心态被修正，还要进一步在实践中强化，使生
|
||||
|
||||
命品质得以提升。尤其是结合八步三禅，更有良好效果。所以不管别人有没有听进去，自己
|
||||
|
||||
要听进去；不管别人有没有改变，自己要改变。我们的读书叫作“静心读书”，就是通过读书
|
||||
|
||||
让心静下来。在传承文化的同时，通过其中的智慧来引导、来认识自己，完善人格。
|
||||
|
||||
## 三、认识小读的重要性
|
||||
|
||||
现代人生活繁乱、心态浮躁，很多人甚至从未关心过：自己是什么样的存在？如果不对
|
||||
|
||||
生命加以管理，我们的生命无非是一大堆错误想法，再加上一大堆混乱情绪；既不知道我是
|
||||
|
||||
谁，也看不到生命的方向，每天忙忙碌碌地追求幸福，却不断地制造烦恼。只有点亮心灯，
|
||||
|
||||
才能照亮未来的人生道路。
|
||||
|
||||
我们需要探讨传承文化的方式，比如读书，读书本身就是一个学习文化、传承文化的过
|
||||
|
||||
程。我们也需要探讨传播文化的方式，比如各种传灯活动，有小读、精读，还有其他各种方
|
||||
|
||||
式等。读书方式中的小小读书会，就是一种非常好的方式。如果善用其心，越简单，越高明。
|
||||
|
||||
即使是这种简单的读书方式，也能够起到传承和传播智慧文化的作用。
|
||||
|
||||
佛法告诉我们，每个人都本具智慧心灯，有自我拯救的能力，这是佛陀对人类最大的贡
|
||||
|
||||
献，让我们看到了生命的希望。否则，在无限的宇宙中，今生这几十年实在太渺小了，除了
|
||||
|
||||
眼前短暂的世间乐，实在看不到终极的意义和价值。我们要点灯、传灯，让每个人的内心都
|
||||
|
||||
点亮智慧明灯。
|
||||
|
||||
心不仅决定了自己的状态，也决定了世界的状态，所谓心净则国土净。当我们的内心清
|
||||
|
||||
净，人际关系才会和谐，世界才会充满慈悲和温暖，充满光明和希望。我们有机会传承和传
|
||||
|
||||
播这样的文化，是多生累劫的善缘，也是众生之幸，社会之幸。小读的小，只是从每场活动
|
||||
|
||||
的规模而言。真正做好的话，同样可以遍地开花，像麦当劳那样开遍世界。我们需要通过传
|
||||
|
||||
灯，通过读书会，通过小读，一方面点亮自己的心灯，同时也帮助更多的人点亮心灯，让这
|
||||
|
||||
个世界充满着温暖，充满着光明，充满着爱，充满着希望，充满着慈悲。
|
||||
|
||||
## 四、依“三种精神”做好小读
|
||||
|
||||
2018 年以来，我们经历了分灯和深化体制改革，旨在建立去中心化的平台，并提出自
|
||||
|
||||
觉、法治、无我利他三种管理精神。
|
||||
|
||||
首先是自觉的精神。我们参加修学、做读书会都是出于自觉，是深刻认识到轮回的过患，
|
||||
|
||||
认识到佛法对生命的价值，所以自觉接受这样的学习，自觉地发心利他，而不是替谁做，也
|
||||
|
||||
不是为了成就自我的重要感、优越感和主宰欲。
|
||||
|
||||
其次是法治的精神。我们并不是要做一个团体，而是输出一套课程和学习方法，以此帮
|
||||
|
||||
助大家传承和传播中华优秀传统文化。不论是办班、带班、慈善关爱，还是现在倡导的小读、
|
||||
|
||||
精读、人文空间，都是在探索模式。有模式可依，大家只要接受相应的学习、培训、传帮带，
|
||||
|
||||
最后都能掌握标准，成为这套模式的传承者和传播者。所以我们是依模式完成自觉、独立、
|
||||
|
||||
优化、分灯，而不是靠第三方的领导。这几年流行的区块链，重点就是去中心化，实现点对
|
||||
|
||||
点的服务。在具体落实的过程中，我们还会为大家提供支持服务。
|
||||
|
||||
第三是无我利他的服务精神。因为书友的需要，我们才能和他们结下法缘，使自己有因
|
||||
|
||||
缘修福增慧。所以要感恩书友给了我们法布施的机会。我们带着这样的心为他们服务，而不
|
||||
|
||||
是好为人师地带人读书。
|
||||
|
||||
我们要充分领会这三种精神，将其运用到实践和推广中，让小读有效地服务大众、服务
|
||||
|
||||
社会。
|
||||
|
||||
## 五、做好小读八件事
|
||||
|
||||
怎样用小读模式打好传灯的基础？那就是要做好小读八件事：
|
||||
|
||||
第一要有牵头人。小读的起点并不高，不一定要学了多少年才能做，只要有心，每个人
|
||||
|
||||
都可以做小读。但也不是人多就可以，没有牵头人，没有传帮带的话，很可能是一盘散沙。
|
||||
|
||||
所以要做好传帮带，才能有条不紊地推动，让每个参与者都能发挥作用。
|
||||
|
||||
第二要有团队。可以是几个人，也可以立足于班级或传帮带组形成团队。对团队建设来
|
||||
|
||||
说，人才特别重要，否则一切免谈。所以要重视人才成长，比如定期展开交流，分享经验，
|
||||
|
||||
取长补短。同时要为有发心、有能力的人才提供成长空间。在学人、主事阶段，用小读打好
|
||||
|
||||
基础，达人以上丰俭由人，然后成长为主讲、讲师，一直到传灯使者。
|
||||
|
||||
第三要有模式。关于怎么做好小读，形成一套基本模式。比如有哪些步骤，掌握什么要
|
||||
|
||||
领，都要形成规范。有了这些基本模式，还可以根据实际情况优化。如果仅仅是读书，有人
|
||||
|
||||
会觉得吸引力不够，就可以通过场地布置营造禅意氛围，或是在读书会的前后增加茶道、健
|
||||
|
||||
康养生、禅与生活美学等内容，吸引不同层面的人。当然小读是核心，要确保读书时间，再
|
||||
|
||||
以这些附加内容让活动更丰富。这方面，各地可以因地制宜，如果参与者喜欢单纯读书，那
|
||||
|
||||
是最好的，那也不一定要另外再加什么。
|
||||
|
||||
第四要有管理意识。对怎么开展小读形成思路和推动方案，做到有计划，有落实，有监
|
||||
|
||||
控，并通过总结不断优化模式，才会越做越好，而不是随意地做做。
|
||||
|
||||
第五要有传帮带。中国人做事往往是个人英雄主义，能力强才做得好，换个人就未必行。
|
||||
|
||||
而麦当劳从产品制作到服务规则、门店形象都是一样的，复制这套模式，就能保证质量和客
|
||||
|
||||
户体验。我们也要形成做好小读的基本规则，形成一批达人和样板团队。然后通过培训和传
|
||||
|
||||
帮带，把这些经验传承下去。如果一个人带两个人、三个人，他们做好了再带两个人、三个
|
||||
|
||||
人，那真的就是点燃无尽灯。通过小读接引一个人参与修学，只是一个人而已，但传帮带一
|
||||
|
||||
个人做小读，就多了一个点。这个点又能分化出两个点、五个点乃至更多点，那会接引多少
|
||||
|
||||
人？如果说接引人参与修学是育苗的话，小小读书会就像在播种，要广结法缘。
|
||||
|
||||
第六要有优质服务。服务的核心是客户体验，我们要营造良好的场，了解参与者的需求，
|
||||
|
||||
本着无我利他的服务精神，以智慧文化帮助人们解除迷惑、烦恼和痛苦。现在效果好的小读，
|
||||
|
||||
多半在“场”的营造方面很用心，氛围有了粘性，人们就愿意再来，并带着亲朋好友一起来。
|
||||
|
||||
如果不关注参与者的体验，只是一厢情愿按自己的想法做，效果未必会好。菩萨道修行要以
|
||||
|
||||
众生为中心，想众生所想，把服务做到众生的心坎上。
|
||||
|
||||
第七要不断优化。我们要领会三级修学的管理思想，“以项目为中心，以传帮带为纲领，
|
||||
|
||||
以人才成长为线索”，对于现有的小读模式和标准，还要在学习、运用和实践中不断优化。
|
||||
|
||||
第八要建立理想化的标准。现在各地小读的情况参差不齐，有些地方效果很好，回头率
|
||||
|
||||
高，开班也快；还有些地方人气不足，回头率低，开班很慢。为什么有这些不同？我们要把
|
||||
|
||||
成功经验总结出来，让大家知道做好一个小读必须具备哪些条件。如果做得不理想，也可以
|
||||
|
||||
自我对照，知道应该怎么提高。
|
||||
|
||||
## 六、愿心是最大的动力
|
||||
|
||||
除了有效的运作模式，做好小读更重要的是愿力。尤其对今天的人来说，所处环境比任
|
||||
|
||||
何时代更混乱，如果没有强大的愿力，很难走出凡夫心。在我们现有的生命中，大股东依然
|
||||
|
||||
是贪嗔痴，觉醒所占的股份还很小。很多时候，我们虽然觉得佛法好，却在情绪、妄想、欲
|
||||
|
||||
望、串习的洪流中身不由己，佛法所能起到的作用非常有限。
|
||||
|
||||
所以，我们要精进地闻思修，让菩提种子快速成长，成为心灵主导。每一次做读书会，
|
||||
|
||||
就是在多闻薰习，在播下并滋养菩提种子，使它的力量不断增长。这不仅让别人受用，自己
|
||||
|
||||
肯定是最大的受益者。我们有缘修学智慧文化，看到生命的出路和希望，同时看到芸芸众生
|
||||
|
||||
处在无明、烦恼、痛苦中，就要生起广大的慈悲心。具体落实时，可以从身边的人做起，推
|
||||
|
||||
动班级同修一起参与。在做读书会的过程中，大家安住于法，同时看到智慧文化在发生作用，
|
||||
|
||||
可以有效带动修学气氛。进一步，可以把读书会带到家庭，带回家乡，带给一切有缘者。
|
||||
|
||||
《普贤行愿品》说，“诸供养中，法供养最”；《金刚经》也说，以三千大千世界的七宝
|
||||
|
||||
布施，以恒河沙数的身体布施，都不如了解法义后为人演说，这并不是夸张。因为只有学习
|
||||
|
||||
智慧文化，才能从迷惑走向觉醒，实现永恒的福祉。如果没有这样的智慧，拥有再多财富又
|
||||
|
||||
能怎样？该生病还是生病，该烦恼还是烦恼。所以，我们要看到法布施的价值，发起强大的
|
||||
|
||||
愿心，发愿通过小读接引更多人参与修学。
|
||||
|
||||
有了做读书会的经验，也能为未来参与辅导以及其他很多角色打下基础。因为我们在轮
|
||||
|
||||
回的第一线，不断和众生打交道，真切感受到他们的需要和问题，再来带班就会有心理准备。
|
||||
|
||||
未来具备了综合的能力和素养，就能成为优秀的传灯使者，更好地服务大众、服务众生。
|
||||
|
||||
（2022.02.25 修订版）
|
||||
@@ -0,0 +1,193 @@
|
||||
# Lighting the Heart Lamp with Small Reading Groups
|
||||
|
||||
{% Original title: 用小读点亮心灯 %}
|
||||
{% "小读" (xiǎo dú) = small reading group, a grassroots format for group reading and discussion of wisdom texts %}
|
||||
{% "心灯" (xīn dēng) = heart lamp, a Chan/Zen metaphor for innate wisdom that illuminates from within %}
|
||||
|
||||
---------A Dharma talk at the Nianhua Hall Small Reading Session, December 28, 2019
|
||||
|
||||
{% "拈花堂" (Niānhuā Táng) = Nianhua Hall, literally "Flower-Twirling Hall," named after the Buddha's wordless sermon where he held up a flower and Mahākāśyapa smiled %}
|
||||
|
||||
I am delighted to see so many of you attending this exchange on small reading groups. From the sharing just now, I can see how many people are actively promoting small reading groups and benefiting from them --- I deeply rejoice in this.
|
||||
|
||||
{% "随喜" (suíxǐ) = anumodana, the Buddhist practice of rejoicing in the meritorious deeds of others %}
|
||||
|
||||
## 1. Reading from the Perspective of Culture
|
||||
|
||||
{% Original heading: 一、从文化的定位来读书 %}
|
||||
{% The speaker frames Buddhism as "culture" rather than "religion" --- a strategic positioning that allows broader dissemination in China's regulatory environment %}
|
||||
|
||||
Our nation now calls for a comprehensive revival of the fine traditional culture of the Chinese people. This policy is truly inspiring. As Chinese people, how should we inherit and transmit our traditional culture? China is one of the four great ancient civilizations, with a culture stretching back to antiquity. From the Spring and Autumn period through the Sui and Tang dynasties, there was a flourishing of diverse schools of thought, culminating in the golden age of the Tang dynasty. After Buddhism entered China, it brought a new intellectual height to Chinese culture. However, as national power declined --- especially after the late Qing period when Western powers invaded --- the Chinese people's confidence in their traditional culture was deeply shaken, and they turned instead to Western culture. Today, every aspect of society --- from production and daily life to culture and entertainment --- is pervasively influenced by Western material civilization. While this has certainly brought great convenience to our lives, its side effects cannot be ignored.
|
||||
|
||||
In the past, we believed that all our problems and suffering were caused by poverty, as if money could solve everything. Now, many people have become wealthy, yet happiness has not followed. As material goods proliferate, society itself has become materialized. Correspondingly, we see environmental degradation, the loss of spiritual aspiration, and ever-increasing afflictions. Why is this? Precisely because we have neglected to attend to the mind. In truth, the mind is the very foundation of happiness. Buddhism is a study of the nature of mind; it can guide us to understand the mind, cultivate a positive mental attitude, character, and quality of life, and ultimately illuminate the mind and see our true nature. In our present era, Buddhism holds an irreplaceable and unique value.
|
||||
|
||||
{% "心性之学" (xīnxìng zhī xué) = study of mind-nature, a core concept in Chinese Buddhism (especially Chan) emphasizing direct insight into the nature of one's own mind %}
|
||||
{% "明心见性" (míngxīn jiànxìng) = illuminate the mind and see one's true nature --- the quintessential goal of Chan/Zen practice %}
|
||||
|
||||
Our government is now promoting the "Belt and Road" multilateral cooperation, which involves not only economic exchange but also cultural integration. Against this backdrop, the need to transmit the fine traditional culture of the Chinese people is especially urgent. As Chinese people today, we cannot shirk this responsibility. With regard to Buddhism, there are two ways to position it: as a religion or as a culture. If positioned as a religion, activities can only take place at religious sites. But as a culture, there are no such restrictions.
|
||||
|
||||
{% This distinction between Buddhism-as-religion and Buddhism-as-culture is a recurring theme in contemporary Chinese Buddhist discourse, allowing practice communities to operate within legal frameworks while maintaining a broad public presence %}
|
||||
|
||||
During President Xi's visit to India, he said: "Why did the great scholar Ji Xianlin study Sanskrit? Because he wanted to delve into the Buddhist scriptures. And why delve into the Buddhist scriptures? Because China's national learning has already been permeated by the essential meaning of the Buddhist scriptures."
|
||||
|
||||
{% 季羡林 (Jì Xiànlín, 1911--2009): renowned Chinese linguist and Indologist who translated the Ramayana and studied Sanskrit Buddhist texts %}
|
||||
{% The quote from Xi Jinping situates Buddhist study as a patriotic act of cultural preservation %}
|
||||
|
||||
From this we can see that without understanding Buddhism, one cannot properly grasp the full scope of Chinese culture, let alone transmit it. Therefore, our first priority is to approach reading from the cultural perspective.
|
||||
|
||||
Reading is not only about transmitting culture --- it also transforms our life product. In a certain sense, life itself is a product. How is this product formed? Has it been carefully crafted?
|
||||
|
||||
An artist cares about their artwork; an entrepreneur cares about the products they make. Yet all these are external things. What concerns us most intimately is this very life product --- the confluence of the five aggregates. The physical and mental experiences it brings are something we cannot escape for even a moment. If these experiences are agitation, depression, anxiety, or hatred, then no matter how much pleasure we have, where is happiness to be found? Modern people value product experience and strive for perfection in that regard, yet they do not value the experience that their own life product brings --- they do not even think of improving it. This is putting the cart before the horse. A defective product can be discarded or returned, but when our life product malfunctions, it cannot be discarded, it cannot be returned. Even when this life ends, these problems will continue into the next life and affect our future existence.
|
||||
|
||||
{% "五蕴" (wǔyùn) = the five aggregates (skandhas): form, feeling, perception, mental formations, and consciousness --- the Buddhist analysis of what constitutes a "person" %}
|
||||
{% The "life product" (生命产品) metaphor frames Buddhist practice as quality improvement of one's own being %}
|
||||
{% 济群 assumes the listener understand 轮回 here. %}
|
||||
|
||||
The reality before us is that the incidence of mental illness is increasing year by year. Some experts believe that the twenty-first century will be the century of mental illness. Some may think that their own mental state is fine and unrelated to these issues. Even if that is truly the case, we must recognize that in today's interdependent society, no one can remain unaffected in isolation. In ancient times, when transportation was poor, people could find a secluded corner to live in even during turbulent times. But with the development of transportation and information technology, humanity now engages in unprecedented close interaction and has truly become a community of shared destiny where a slight move in one part affects the whole. As long as some people's minds are not healthy, the world will not be at peace. So it is not enough to keep ourselves physically and mentally healthy --- we must also care for society at large. Only when more people are healthy in body and mind, and rich in loving-kindness, can we find genuine safety and security.
|
||||
|
||||
I believe everyone in the world wishes for a better self. How can we create a better self? How can we prevent illness, treat illness, and cultivate a healthy body and mind? This cannot be separated from wisdom culture. One could say that human beings are products of culture. And wisdom culture is the common heritage of humanity --- it is needed by all people regardless of nationality. Therefore, inheriting and transmitting this culture is especially important in today's society. For humanity, it holds eternal significance.
|
||||
|
||||
Reading is the classic way to inherit and transmit culture. In terms of reading methods, the small reading group approach is simple and easy to implement. Of course, the question is not just about the method --- what we read matters even more. Because the culture we absorb shapes our views, shapes our mentality, and shapes our character. Embracing a culture of awakening will lead us from a life of confusion toward a life of awakening.
|
||||
|
||||
## 2. Effectiveness Lies in the Model
|
||||
|
||||
{% Original heading: 二、传播效果在于模式 %}
|
||||
{% Introduces the "McDonald's model" analogy --- standardized, replicable systems for cultural transmission %}
|
||||
|
||||
Having recognized the importance of cultural transmission, we must also establish an effective model for implementation. On this matter, the West has many successful experiences. McDonald's can sell hamburgers and fries around the world --- the key lies in its business model. With a model, rapid replication is possible while maintaining quality and consistency. Past approaches to cultural transmission, however, have often been like running a small shop, where the outcome depends heavily on the individual doing the work. This makes replication and growth extremely difficult.
|
||||
|
||||
{% The McDonald's analogy recurs throughout the talk --- the speaker uses it to advocate for standardized, scalable methods over individual-hero approaches %}
|
||||
|
||||
The Three-level Study Program was designed precisely to address this problem --- providing a standardized, broadly accessible model for learning and transmitting wisdom culture. On this foundation, we have further refined specific models for study, practice, and charitable activities. Among the existing lamp-transmission projects, the small reading group is a simple, easy, and highly effective method worthy of promotion.
|
||||
|
||||
{% "三级修学" (sānjí xiūxué) = Three-level Study Program, the structured curriculum system (beginner, intermediate, advanced) of this Buddhist community %}
|
||||
{% "传灯" (chuándēng) = lamp transmission, a metaphor tracing back to the Chan tradition's "Transmission of the Lamp" records; here it means passing on the Dharma through teaching and outreach %}
|
||||
|
||||
How can we truly benefit from reading? Hearing, contemplating, and practicing are the constant path of Buddhist study, also known as the three studies that lead beyond contamination. The Eight Steps and Three Meditations are derived from this framework.
|
||||
|
||||
{% "闻思修" (wén sī xiū) = hearing/studying the Dharma, contemplating its meaning, and putting it into practice --- the threefold framework of Buddhist cultivation %}
|
||||
{% "三无漏学" (sān wúlòu xué) = the three undefiled studies: morality (śīla), concentration (samādhi), and wisdom (prajñā) %}
|
||||
{% "八步三禅" (bābù sānchán) = Eight Steps and Three Meditations, a structured contemplative method developed within this community for digesting Dharma teachings %}
|
||||
|
||||
"Hearing" means listening --- when we read, we are reading both for others and for ourselves. Next, through contemplation, we must transform the Dharma principles into our own views and mental attitudes. Once our views and attitudes have been corrected, we must further reinforce them through practice, thereby elevating the quality of our lives. When combined with the Eight Steps and Three Meditations, the results are even more effective. So whether or not others take it in, we ourselves must take it in. Whether or not others change, we ourselves must change. Our reading is called "quiet-mind reading" --- through reading, we quiet the mind. While transmitting culture, we use its wisdom to guide us, to know ourselves, and to perfect our character.
|
||||
|
||||
{% "静心读书" (jìngxīn dúshū) = quiet-mind reading, a practice of reading as meditation rather than mere information intake %}
|
||||
|
||||
## 3. Recognizing the Importance of Small Reading Groups
|
||||
|
||||
{% Original heading: 三、认识小读的重要性 %}
|
||||
|
||||
Modern people live disordered, restless lives. Many have never even asked themselves: what kind of existence am I? If we do not manage our lives, our life amounts to nothing more than a heap of mistaken ideas and a jumble of chaotic emotions. We neither know who we are nor can see the direction of our life. Busy day after day in pursuit of happiness, we ceaselessly create afflictions instead. Only by lighting the heart lamp can we illuminate the path ahead.
|
||||
|
||||
{% "烦恼" (fánnǎo) = kleśa, mental afflictions --- the root disturbances of mind that cause suffering in Buddhist psychology %}
|
||||
|
||||
We need to explore ways of transmitting culture --- for example, through reading. Reading itself is a process of learning and transmitting culture. We also need to explore ways of spreading culture, such as the various lamp-transmission activities: small reading groups, intensive reading groups, and many other formats. Among reading methods, the small reading group is an excellent approach. If we use our minds skillfully, the simpler, the more profound. Even this simple reading method can serve to inherit and spread wisdom culture.
|
||||
|
||||
{% "越简单，越高明" (yuè jiǎndān, yuè gāomíng): "the simpler, the more profound" --- a Chan-influenced view that depth arises from simplicity, not complexity %}
|
||||
|
||||
The Dharma tells us that everyone is inherently endowed with a wisdom lamp --- everyone has the capacity for self-redemption. This is the Buddha's greatest gift to humanity, showing us the hope of life. Otherwise, in this boundless universe, the few decades of this present life are far too insignificant. Beyond the fleeting worldly pleasures before us, we can find no ultimate meaning or value. We must light the lamp and pass it on, so that within everyone's heart, the lamp of wisdom is kindled.
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{% "点灯、传灯" (diǎndēng, chuándēng): "light the lamp, pass the lamp" --- a core metaphor of the community's mission; self-awakening followed by helping others awaken %}
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The mind not only determines our own state --- it also determines the state of the world. As it is said, when the mind is pure, the land is pure. When our inner world is pure, our relationships become harmonious, and the world becomes filled with compassion and warmth, with light and hope.
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{% "心净则国土净" (xīn jìng zé guótǔ jìng): "when the mind is pure, the land is pure" --- from the Vimalakīrti Sūtra, a foundational Mahayana teaching on the relationship between inner purity and the external world %}
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That we have the opportunity to inherit and transmit such a culture is the result of good karmic conditions accumulated over countless eons. It is a blessing for all beings, a blessing for society. The "small" in small reading groups refers only to the scale of each activity. Done well, they can bloom everywhere, spreading across the world like McDonald's. Through lamp-transmission, through reading groups, through small reading sessions, we light our own heart lamp while helping more people light theirs, so that this world is filled with warmth, with light, with love, with hope, and with compassion.
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{% "多生累劫的善缘" (duōshēng lěijié de shànyuán): good karmic affinities accumulated over many lifetimes and eons --- the Buddhist view that present opportunities arise from vast spans of past causes and conditions %}
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## 4. Conducting Small Reading Groups According to the "Three Spirits"
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{% Original heading: 四、依"三种精神"做好小读 %}
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{% The "Three Spirits" (自觉、法治、无我利他) form the organizational philosophy introduced after a 2018 restructuring %}
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Since 2018, we have undergone lamp-dividing and institutional reform aimed at establishing a decentralized platform, and we have put forward three management principles: self-awareness, rule-based governance, and selfless service to others.
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{% "分灯" (fēndēng): lamp-dividing --- the deliberate decentralization of leadership and authority, so that no single person or center holds all the lamps; each node becomes self-sustaining %}
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{% 自觉 (zìjué) = self-awareness, voluntary commitment %}
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{% 法治 (fǎzhì) = rule-based governance, operating through shared standards rather than personal authority %}
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{% 无我利他 (wúwǒ lìtā) = selfless service to others, acting without ego-attachment for the benefit of others %}
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The first is the spirit of self-awareness. Our participation in study programs and reading groups is entirely voluntary. We have deeply recognized the perils of samsara and the value of the Dharma for our lives, and so we willingly accept this mode of learning and willingly aspire to benefit others. We are not doing this on someone else's behalf, nor are we doing it to satisfy our own sense of importance, superiority, or desire to control.
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{% "重要感、优越感和主宰欲" (zhòngyào gǎn, yōuyuè gǎn, hé zhǔzǎi yù): the three ego-driven motivations --- sense of importance, sense of superiority, and desire to control --- identified as subtle traps in spiritual service %}
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The second is the spirit of rule-based governance. Our aim is not to form an organization but to offer a set of courses and learning methods that help everyone inherit and transmit the fine traditional culture of the Chinese people. Whether it is running classes, leading groups, providing charitable care, or the currently advocated small reading groups, intensive reading groups, and cultural spaces --- all are explorations of models. With a model to rely on, people need only receive the corresponding learning, training, and mentoring to eventually master the standards and become inheritors and transmitters of this model. Thus we achieve self-awareness, independence, optimization, and lamp-dividing through the model, rather than relying on third-party leadership. The blockchain popular in recent years, with its emphasis on decentralization and peer-to-peer services, is quite similar. In the process of implementation, we will also provide support services.
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{% The blockchain analogy is noteworthy --- the speaker maps Buddhist organizational philosophy onto contemporary technological metaphors of decentralization %}
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The third is the spirit of selfless service. It is because readers have needs that we can form Dharma connections with them, giving ourselves the opportunity to cultivate merit and wisdom. Therefore, we should be grateful to our readers for giving us the chance to offer the Dharma. We serve them with this attitude, rather than reading to them with an air of superiority.
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{% "法缘" (fǎyuán) = Dharma connection, the karmic affinity formed through sharing or receiving the Dharma %}
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{% "修福增慧" (xiūfú zēnghuì) = cultivate merit (puṇya) and increase wisdom (prajñā) --- the two accumulations in Mahayana Buddhism %}
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{% "法布施" (fǎ bùshī) = Dharma giving, the highest form of generosity in Buddhism --- sharing the teachings %}
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We must fully grasp these three spirits and apply them in practice and promotion, so that small reading groups can effectively serve the public and serve society.
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## 5. The Eight Tasks for Running a Small Reading Group
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{% Original heading: 五、做好小读八件事 %}
|
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{% This section provides a practical operational manual for running a small reading group %}
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|
||||
How do we use the small reading group model to build a solid foundation for lamp-transmission? By carrying out the eight tasks of small reading groups:
|
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|
||||
First, there must be a lead person. The starting point for a small reading group is not high --- you do not need years of study before you can do it. As long as you have the aspiration, anyone can run a small reading group. However, it is not enough to simply have people. Without a lead person, without mentoring, things are likely to become disorganized. Mentoring is essential so that things can progress in an orderly manner and every participant can play a role.
|
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|
||||
Second, there must be a team. It can be a few people, or it can be formed around a class or mentoring group. For team-building, talent is especially important --- without it, nothing else matters. So we must emphasize talent development --- for instance, holding regular exchanges, sharing experiences, and learning from each other's strengths. At the same time, we must provide growth opportunities for those with aspiration and ability. At the learner and coordinator stages, use small reading groups to build the foundation. From "attained person" and above, there is flexibility in approach; then grow into lead speaker, lecturer, and eventually a lamp-transmission emissary.
|
||||
|
||||
{% "学人、主事、达人" (xuérén, zhǔshì, dárén): learner, coordinator, attained person --- three stages of the community's talent development ladder %}
|
||||
{% "传灯使者" (chuándēng shǐzhě): lamp-transmission emissary --- the highest stage of outreach practitioner, someone who can independently establish and sustain Dharma communities %}
|
||||
|
||||
Third, there must be a model. We need to form a basic model for how to run a small reading group well. What are the steps? What are the key points? These must be standardized. With a basic model in place, it can then be optimized according to actual conditions. If simply reading feels insufficiently engaging to some, the atmosphere can be enhanced through venue arrangement that creates a Zen ambience, or by adding activities like tea ceremony, health cultivation, or Zen and life aesthetics before or after the reading to attract different audiences. Of course, the reading itself is the core --- reading time must be ensured --- while these supplementary activities enrich the overall experience. In this regard, each location can adapt to local conditions. If participants prefer pure reading, that is the best --- there is no need to add anything else.
|
||||
|
||||
Fourth, there must be management awareness. Develop a plan and promotion strategy for how to carry out small reading groups, ensuring that there is planning, implementation, and monitoring. Through summarization and continuous optimization of the model, the quality will steadily improve, rather than doing things haphazardly.
|
||||
|
||||
Fifth, there must be mentoring. Chinese people often lean toward individual heroism --- things go well when a capable person is in charge, but may not when someone else takes over. By contrast, McDonald's maintains the same product preparation, service standards, and store image everywhere. By replicating this model, quality and customer experience are assured. We too must develop basic guidelines for running a small reading group well, and foster a cohort of accomplished practitioners and model teams. Then, through training and mentoring, pass on these experiences. If one person mentors two or three, and they in turn mentor two or three more, that truly becomes the endless lamp.
|
||||
|
||||
{% "传帮带" (chuán bāng dài): a three-part mentoring model --- transmit (knowledge), help (support practically), guide (by example). A core methodology of the community %}
|
||||
{% "无尽灯" (wújìn dēng): the endless lamp, from the Vimalakīrti Sūtra --- one lamp lights many, yet its own light is undiminished; a metaphor for exponential Dharma transmission %}
|
||||
|
||||
Bringing one person into the study program through a small reading group is just one person. But mentoring one person to run a small reading group adds an entire node. That node can then branch into two, five, or even more nodes --- how many people will be reached? If bringing someone into the study program is like nurturing a seedling, a small reading group is like sowing seeds --- widely forming Dharma connections.
|
||||
|
||||
Sixth, there must be quality service. The core of service is the user experience. We must create a positive atmosphere, understand the needs of participants, and in the spirit of selfless service, use wisdom culture to help people resolve their confusion, afflictions, and suffering. The most effective small reading groups today are often those that put great care into creating the right atmosphere. When there is a sense of connection, people want to come back and bring their friends and family. If we ignore the participant's experience and simply do things our own way, the results may not be good. Bodhisattva path practice must be centered on sentient beings --- thinking what they think, bringing service right to their hearts.
|
||||
|
||||
{% "菩萨道" (púsà dào) = Bodhisattva path, the Mahayana ideal of striving for enlightenment not merely for oneself but for the liberation of all beings %}
|
||||
{% "场" (chǎng): literally "field," here meaning the intangible atmosphere or energetic quality of a gathering space --- an important concept in Chinese Buddhist community building %}
|
||||
|
||||
Seventh, there must be continuous optimization. We must grasp the management philosophy of the Three-level Study Program: "centered on projects, guided by mentoring, with talent development as the thread." The existing model and standards for small reading groups must be continuously optimized through learning, application, and practice.
|
||||
|
||||
{% "以项目为中心，以传帮带为纲领，以人才成长为线索": the three-pronged management philosophy --- projects as the focus, mentoring as the guiding principle, talent development as the connecting thread %}
|
||||
|
||||
Eighth, there must be aspirational standards. Currently, small reading groups across different locations vary greatly. In some places, the results are excellent --- high return rates and rapid class formation. In others, attendance is weak, return rates are low, and class formation is slow. What accounts for these differences? We must distill the successful experiences so that everyone knows what conditions are necessary for a good small reading group. If a group is not doing well, participants can self-assess and know how to improve.
|
||||
|
||||
## 6. Vow is the Greatest Driving Force
|
||||
|
||||
{% Original heading: 六、愿心是最大的动力 %}
|
||||
{% "愿心" (yuànxīn) = the mind of vow, bodhicitta aspiration --- the altruistic determination to achieve awakening for the benefit of all beings %}
|
||||
|
||||
Beyond an effective operational model, what matters most for running a small reading group well is the power of vow. For people today especially, living in a more chaotic environment than any previous era, without a powerful vow it is very difficult to transcend the ordinary mind. In our current being, greed, anger, and ignorance are still the majority shareholders; awakening holds only a small stake. Often, even though we recognize the value of the Dharma, we are swept along helplessly by the torrent of emotions, delusions, desires, and habitual tendencies --- and the Dharma can play only a very limited role.
|
||||
|
||||
{% "凡夫心" (fánfū xīn) = ordinary mind, the mind governed by afflictions and self-clinging, contrasted with the awakened mind %}
|
||||
{% "贪嗔痴" (tān chēn chī) = greed (rāga), anger (dveṣa), ignorance (moha) --- the three root poisons in Buddhist psychology %}
|
||||
{% The "shareholder" metaphor is a modern, business-inflected way of describing the internal power dynamics of the mind %}
|
||||
|
||||
Therefore, we must practice hearing, contemplating, and meditating with diligence, so that the Bodhi seed may grow swiftly and become the guiding force of the mind. Every time we hold a reading group, we are engaging in extensive learning and practice, planting and nourishing the Bodhi seed so that its strength steadily increases. Not only do others benefit --- we ourselves are certainly the greatest beneficiaries. Having the karmic fortune to study wisdom culture, seeing the way out and the hope for life, and at the same time seeing the myriad beings mired in ignorance, affliction, and suffering, we must give rise to vast compassion. In concrete implementation, we can start with those around us and encourage classmates to participate together. In the process of running reading groups, as everyone abides in the Dharma and sees wisdom culture taking effect, the study atmosphere can be effectively energized. Further, we can bring reading groups into our families, back to our hometowns, and to all those with whom we have karmic affinity.
|
||||
|
||||
{% "菩提种子" (pútí zhǒngzi) = Bodhi seed, the latent potential for awakening present in every being; through practice it is watered and nourished until it blossoms %}
|
||||
{% "多闻薰习" (duōwén xūnxí) = extensive learning and gradual permeation --- the process by which repeated exposure to Dharma teachings gradually transforms the mind, like fragrance permeating cloth %}
|
||||
|
||||
The Avatamsaka Sutra's "Practices and Vows of Samantabhadra" chapter says, "Of all offerings, the Dharma offering is supreme." The Diamond Sutra also says that offering the seven treasures of a great thousand-world system, or offering bodies as numerous as the sands of the Ganges, cannot compare to understanding the Dharma and expounding it for others. This is no exaggeration.
|
||||
|
||||
{% 《普贤行愿品》(Pǔxián Xíngyuàn Pǐn) = the "Practices and Vows of Samantabhadra" chapter of the Avatamsaka Sūtra (Huáyán Jīng), one of the most recited texts in Chinese Buddhism, known for its ten great vows %}
|
||||
{% 《金刚经》(Jīngāng Jīng) = the Diamond Sūtra (Vajracchedikā Prajñāpāramitā Sūtra), a foundational Prajñāpāramitā text emphasizing emptiness and the merit of sharing the Dharma %}
|
||||
|
||||
For only by studying wisdom culture can we move from confusion to awakening and realize enduring well-being. Without such wisdom, what use is even the greatest wealth? One will still fall ill when illness comes, will still be afflicted when afflictions arise. So we must recognize the value of Dharma giving, arouse a mighty vow, and resolve that through small reading groups we will bring more people into the study program.
|
||||
|
||||
{% "法布施" (fǎ bùshī) = Dharma giving --- sharing the teachings is considered the highest form of generosity because it addresses the root cause of suffering rather than merely alleviating its symptoms %}
|
||||
|
||||
Experience in running reading groups also builds a foundation for future roles in guidance and many other capacities. Because we are on the front line of samsara, constantly interacting with sentient beings and truly sensing their needs and problems, when the time comes to lead a class we will be mentally prepared. In the future, with comprehensive capabilities and qualities, we can become outstanding lamp-transmission emissaries, better serving the public and all beings.
|
||||
|
||||
{% "轮回" (lúnhuí) = samsara, the cycle of birth, death, and rebirth driven by karma and afflictions %}
|
||||
|
||||
（Revised version, February 25, 2022）
|
||||
Reference in New Issue
Block a user